From smariscal at psi.uned.es Tue Oct 4 11:34:44 2005 From: smariscal at psi.uned.es (Sonia Mariscal) Date: Tue, 4 Oct 2005 13:34:44 +0200 Subject: MacArthur Inventories Message-ID: Dear INFO-Childes members: I am looking for references reporting results of MacArthur Communicative Developmental Inventories with children older than 30 months-old, and also with children with different types of developmental disorders. I will compile the list of references and share it with the mailing list. Thanks in advance! Dra. Sonia Mariscal Dpto. Psicología Evolutiva y de la Educación Facultad de Psicología Universidad Nacional de Educación a Distancia From mariateresa.guasti at unimib.it Tue Oct 4 13:20:52 2005 From: mariateresa.guasti at unimib.it (Maria Teresa Guasti) Date: Tue, 4 Oct 2005 15:20:52 +0200 Subject: Glow workshop 2006 on the acquisition of the syntax and semantics of number marking Message-ID: GLOW Workshops, Barcelona, 5th April 2006 Workshop 4: The acquisition of the syntax and semantics of number marking Invited speaker: CARSON SCHÜTZE (UCLA) Workshop organisers: Anna Gavarró (UAB) & Maria Teresa Guasti (U. Milano-Bicocca) In recent years a clearer picture of language acquisition has been emerging: while some parameterised features of grammar are fixed early on (for example, those granting word order), other phenomena constitute systematic departures of child grammar from adult grammar (resulting, for example, in periods of apparent optionality). In this workshop we will consider the expression of number. The values that the number feature may take is a source of variation across languages and number features materialise in structurally diverse configurations. Number may be involved in agreement between subject and verb, agreement between object and verb, number contrasts of clitic pronouns, agreement between Ns and As within NP, agreement between articles and Ns within DP, number contrasts of determiners (in languages without articles), and expression of quantificational determiners (e.g. ‘Three dogs are barking’). Recent accounts of the latter suggest that children distinguish between numbers and other quantificational determiners and that numbers elicit some kind of interpretation more easily than other quantificational determiners; in this respect it is interesting that certain languages do not have a full range of number words. In general, while the realisation and distribution of number varies cross-linguistically, it is a quite robust dimension of many languages, including creoles. If a number feature is universally available to the child, we may ask as to the way in which it appears in any given language. In this workshop we set out to investigate if the development of number(s) is homogeneous across child languages or not, and, if it is not, which are the factors determining the variation: phonological factors, e.g. related to the possibly affixal character of number, syntactic-semantic factors, e.g. related to the (un)interpretable character of the feature, or factors strictly related to the computational system, e.g. whereby the maturation of certain principles may bring with them delay in the emergence of a feature. We aim also at exploring how children learn number words, amongst other quantification expressions, and their interpretative properties. There will be 8 slots for presentations, which will be 30 minutes, followed by 10 minutes for discussion. Abstracts should be one page long, 12 point, with references (not data) on a second page, if necessary. Two copies of the abstract should be sent as attached PDF files: one should be anonymous (the name(s) and the title of the abstract should be clearly mentioned in the e-mail) and the other should have the authors’ name(s), affiliation(s) and email(s). Abstracts must be sent to cg.acquisition at uab.es. Deadline for submission of abstracts: November 1st, 2005. For further information, see http://seneca.uab.es/ggt/glow2006/workshops.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From langconf at bu.edu Tue Oct 4 13:42:08 2005 From: langconf at bu.edu (BUCLD) Date: Tue, 4 Oct 2005 09:42:08 -0400 Subject: Important BUCLD travel info for nationals of countries other than USA, Canada, Mexico, and Bermuda Message-ID: DO YOU HAVE A MACHINE-READABLE PASSPORT OR VISA? The USA has changed its entry procedures as of June 26, 2005 for nationals of 27 countries (see below) who used to be able to enter the USA without a visa under the Visa Waiver Program. As of June 26, nationals from those countries are only able to enter without a visa if they have a machine-readable passport. If they do not have a machine-readable passport, they have to obtain a non-immigrant visa for entry to the USA, from a US consulate or embassy abroad. If you don't have either (1) a machine-readable passport, or (2) a non-machine readable passport and a non-immigrant visa to the USA, it looks like you will not be allowed to board the plane at your point of origin (there's a $3300 per person fine for any airline that allows someone to board that doesn't meet these requirements). The 27 countries are: Andorra, Australia, Austria, Belgium, Brunei, Denmark, Finland, France, Germany, Iceland, Ireland, Italy, Japan, Liechtenstein, Luxembourg, Monaco, Netherlands, New Zealand, Norway, Portugal, San Marino, Singapore, Slovenia, Spain, Sweden, Switzerland, United Kingdom. Note that citizens of Canada, Mexico, and Bermuda are not affected by this regulation - they do not require machine-readable passports to enter the USA. Nothing is mentioned about citizens of other countries than these 30 - please check regulations carefully. Full information on the new regulations is available at: http://www.travel.state.gov/visa/temp/without/without_1990.html#2 From DaleP at health.missouri.edu Tue Oct 4 22:24:18 2005 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 4 Oct 2005 17:24:18 -0500 Subject: MacArthur Inventories Message-ID: Dear Dra. Sonia Mariscal and others who may be interested, The MacArthur CDI group has just completed an extensive revision of the User's Guide and Technical Manual for the CDIs, which will be published next year by Paul Brookes. The revision includes additional norming data, including norms up to 18 months for the CDI:Words & Gestures, and norming and other information for the CDI-III. As part of this revision, we have reviewed all available information on the reliability and validity of the CDI measures, including work across a variety of developmental disorders. In many cases, this includes research with children older than 30 months. Because this is primarily a summary of published work, I am happy to share that section of the manual which summarizes the reliability and validity information, if people will email me directly, at dalep at health.missouri.edu. There is other research using the CDIs with developmental disorders that does not provide reliability or validity information, but the references in this section should provide a good starting point. Philip Dale -----Original Message----- From: info-childes at mail.talkbank.org on behalf of Sonia Mariscal Sent: Tue 10/4/2005 06:34 To: childes Subject: MacArthur Inventories Dear INFO-Childes members: I am looking for references reporting results of MacArthur Communicative Developmental Inventories with children older than 30 months-old, and also with children with different types of developmental disorders. I will compile the list of references and share it with the mailing list. Thanks in advance! Dra. Sonia Mariscal Dpto. Psicología Evolutiva y de la Educación Facultad de Psicología Universidad Nacional de Educación a Distancia From c.donlan at ucl.ac.uk Wed Oct 5 16:59:11 2005 From: c.donlan at ucl.ac.uk (Chris Donlan) Date: Wed, 5 Oct 2005 17:59:11 +0100 Subject: London Workshop Nov 7th Message-ID: Dear Colleagues I'm pleased to announce a workshop on Language, Reasoning and Development, to be held at University College London on Monday 7th November. For full details and on-line registration please go to http://www.chc.ucl.ac.uk/ I hope to see you there Chris Donlan Department of Human Communication Science University College London From peytontodd at mindspring.com Wed Oct 5 21:10:59 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Wed, 5 Oct 2005 17:10:59 -0400 Subject: Vocabulary Norms Message-ID: Hello all. Does anyone know where I can find data on the total vocabulary of children 3 and 4 years old, preferably broken down as to nouns, verbs, adjectives, etc.? And while I'm wishing: with both averages and standard deviations? Or if that is not known, at least the ratio of different form classes (types, not tokens) appearing in preferably a large number of diverse samples of speech of children of those ages? Thanks in advance, Peyton Todd From lcollins at alcor.concordia.ca Wed Oct 5 23:08:56 2005 From: lcollins at alcor.concordia.ca (laura collins) Date: Wed, 5 Oct 2005 19:08:56 -0400 Subject: Tenure-track position in Applied Linguistics Message-ID: The Department of Education's TESL Centre at Concordia University invites applications for a tenure-track position in Applied Linguistics. The candidate should have a strong research profile in classroom-based second-language acquisition. Preference will be given to candidates also having research experience in laboratory settings. The candidate should have experience in graduate and undergraduate teaching in at least two of the following areas: language acquisition, research methods, language testing and evaluation, grammar for teachers, and teacher supervision. The Department is seeking a colleague who can teach successfully in both undergraduate and graduate programs and can contribute to the academic administration of the programs. The successful candidate will join a dynamic team of active researchers and will have the opportunity to make use of Concordia's SAGE Lab, a state-of-the-art language-learning research facility. Applicants must also have a completed Ph.D., an excellent command of English, and a record of publications and conference presentations. A high level of proficiency in French is required; a functional knowledge of another language is an important asset. Subject to budgetary approval, we anticipate filling this position, normally at the rank Assistant Professor, for July 1, 2006. Applications should consist of a letter of intent, a curriculum vitae, a list of publications, a statement of teaching and research interests, and three letters of reference. Review of applications will begin on November 1, 2005 and continue until the position is filled. Concordia University is committed to employment equity and encourages applications from women, aboriginal peoples, visible minorities, and disabled persons. Contact Ellen Jacobs, Chair Department of Education Concordia University 1455 de Maisonneuve W. Montreal, Quebec H3G 1M8 Canada Phone (514) 848-2424 x 2016 Email Jacobs at education.concordia.ca Website http://doe.concordia.ca -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Thu Oct 6 18:38:26 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 6 Oct 2005 14:38:26 -0400 Subject: University of Alberta - Assistant Professor Message-ID: The Department of Linguistics in the Faculty of Arts at the University of Alberta invites applications for a tenure track position as Assistant Professor. To fill this position, we are looking for a candidate in Phonology. We are particularly interested in candidates with expertise in one (preferably more) of following areas: laboratory phonology, phonetically grounded phonology, optimality theory, and typology. Qualified candidates should hold a PhD and demonstrate outstanding potential for a research career. Responsibilities will include teaching in both undergraduate and graduate programs, and maintaining an active research program. The Department of Linguistics has a strong commitment to empirical and experimental approaches to linguistic research. Nine full-time, continuing faculty members are currently pursuing research projects in experimental phonetics, phonology, syntax and semantics of Amerindian languages, bilingual language acquisition and language impairment, cognitive linguistics, corpus linguistics, and the mental lexicon. More information about the Department can be found at www.uofaweb.ualberta.ca/linguistics/. Established in 1908 as a board-governed, public institution, the University of Alberta has earned the reputation of being one of the best universities in Canada based on our strengths in teaching, research, and services. The University of Alberta serves over 35,000 students in more than 200 undergraduate programs and 170 graduate programs (www.ualberta.ca/). The Faculty of Arts is the oldest and most diverse faculty on campus, and one of the largest research and teaching centres in western Canada (www.arts.ualberta.ca). The University's main campus is located in Edmonton, the vibrant, cosmopolitan capital of the province of Alberta. The Edmonton metropolitan area is the sixth largest in the country with a population of approximately one million (www.edmonton.ca). Edmonton is located only a few hours drive from Banff and Jasper National Parks, which offer skiing in winter and excellent hiking and sightseeing in summer. Salary is commensurate with qualifications and experience. Applicants should send curriculum vitae, a letter describing their areas of research interest, samples of publications, and, if available, a teaching dossier and evaluations of teaching performance to: Dr John Newman, Chair, Department of Linguistics, University of Alberta, Edmonton, AB, T6G 2E7, Canada (phone: 780-492-5500; fax: 780-492-0806; Email: john.newman at ualberta.ca). Applicants must also arrange for three letters of reference to be sent to the Chair. Closing Date: November 30 2005. Applications received after that may be considered if the position is not filled. The effective date of employment will be July 1, 2006. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. If suitable Canadian citizens or permanent residents cannot be found, other individuals will be considered. The University of Alberta hires on the basis of merit. We are committed to the principle of equity in employment. We welcome diversity and encourage applications from all qualified women and men, including persons with disabilities, members of visible minorities, and Aboriginal persons. ************************* Debra Elliot, MSc Department Administrator Department of Linguistics 4-32 Assiniboia Hall University of Alberta Edmonton, CANADA T6G 2E7 Ph: (780) 492 3459 Fax: (780) 492 0806 debra.elliot at ualberta.ca http://www.uofaweb.ualberta.ca/linguistics/ From pm at sfsu.edu Thu Oct 6 23:25:41 2005 From: pm at sfsu.edu (Philip Prinz) Date: Thu, 6 Oct 2005 16:25:41 -0700 Subject: Tenure Track Faculty Position: Deaf Education: San Francisco State University Message-ID: ASSISTANT PROFESSOR TENURE-TRACK FACULTY POSITION Special Education – Deaf and Hard of Hearing Program San Francisco State University The Department of Special Education at San Francisco State University is searching for an Assistant Professor in the Deaf and Hard of Hearing Program for fall semester 2006. This individual should hold a doctorate in Special Education or a related field. University teaching and research experience is desirable--including preparation of grants. Responsibilities include teaching graduate level courses in the Deaf and Hard of Hearing Program and supervision of credential, master’s and doctoral level students. Candidates need to be familiar with various service models, and current issues in the field. In addition, specific skills and knowledge of multicultural aspects of education is desired. We are especially interested in locating individuals with expertise to build a new graduate emphasis in bilingual education for Deaf students. The application closing date is December 15, 2005, and the position is open until filled. Interested applicants should send a letter of application, personal resume, and three letters of recommendation to: Chair, Search Committee, Deaf and Hard of Hearing Program, Department of Special Education, San Francisco State University, 1600 Holloway Ave., San Francisco, CA 94132. Candidates from underrepresented ethnic groups, Deaf individuals, and persons with disabilities with appropriate qualifications are especially encouraged to apply. SFSU is an Affirmative Action/Equal Opportunity Employer. For additional information, please contact Dr. Philip Prinz, Chair, Deaf Education Faculty Search Committee-- E- mail: pm at sfsu.edu Please post this announcement and circulate it widely. Thank you. Dr. Philip Prinz Professor Department of Special Education San Francisco State University -------------- next part -------------- An HTML attachment was scrubbed... URL: From Jordan.Zlatev at ling.lu.se Fri Oct 7 01:16:18 2005 From: Jordan.Zlatev at ling.lu.se (Jordan Zlatev) Date: Fri, 7 Oct 2005 03:16:18 +0200 Subject: First CFP: Language, Culture, Mind - Paris 2006 Message-ID: LANGUAGE CULTURE AND MIND CONFERENCE (LCM 2) PARIS 17-20 JULY 2006 INTEGRATING PERSPECTIVES AND METHODOLOGIES IN THE STUDY OF LANGUAGE The second 'Language Culture and Mind' Conference (LCM 2) will be held in Paris in July 2006, following the successful first LCM conference in Portsmouth in 2004. The goals of LCM conferences are to contribute to situating the study of language in a contemporary interdisciplinary dialogue, and to promote a better integration of cognitive and cultural perspectives in empirical and theoretical studies of language. Human natural languages are biologically based, cognitively motivated, affectively rich, socially shared, grammatically organized symbolic systems. They provide the principal semiotic means for the complexity and diversity of human cultural life. As has long been recognized, no single discipline or methodology is sufficient to capture all the dimensions of this complex and multifaceted phenomenon, which lies at the heart of what it is to be human. In the recent past, perception and cognition have been the basis of general unifying models of language and language activity. However, a genuine integrative perspective should also involve such essential modalities of human action as: empathy, mimesis, intersubjectivity, normativity, agentivity and narrativity. Significant theoretical, methodological and empirical advancements in the relevant disciplines now provide a realistic basis for such a broadened perspective. This conference will articulate and discuss approaches to human natural language and to diverse genres of language activity which aim to integrate its cultural, social, cognitive and bodily foundations. We call for contributions from scholars and scientists in anthropology, biology, linguistics, philosophy, psychology, semiotics, semantics, discourse analysis, cognitive and neuroscience, who wish both to impart their insights and findings, and learn from other disciplines. Preference will be given to submissions which emphasize interdisciplinarity, the interaction between culture, mind and language, and/or multi-methodological approaches in language sciences. *Topics *include but are not limited to the relation between language and: - biological and cultural co-evolution - comparative study of communication systems, whether animal or artificial - cognitive and cultural schematization - emergence in ontogeny and phylogeny - multi-modal communication - normativity - thought, emotion and consciousness - perception and categorization - empathy and intersubjectivity - imitation and mimesis - symbolic activity - discourse genres in language evolution and ontogeny - sign, text and literacy ORGANIZING COMMITTEE Caroline David (Université de Montpellier) Jean-Louis Dessalles (École Nationale Supérieure des Télécommunications, Paris) Jean Lassègue (CNRS, Paris) Victor Rosenthal (Inserm-EHESS, Paris) Chris Sinha (University of Portsmouth) Yves-Marie Visetti (CNRS, Paris) Joerg Zinken (University of Portsmouth) Jordan Zlatev (Lund University) Further information about LCM 2 will be presented at http://www.lcm2006.net SUBMISSIONS Submissions are solicited for oral presentations and poster sessions. Oral presentations should last 20 minutes (plus 10 minutes discussion). All submissions should follow the abstract guidelines below. Submissions should be in English. Abstracts should not exceed 1200 words (about two A4 pages), single-spaced, font size 12 pt or larger, with 2.5 cm margins on all sides. Any diagrams and references must fit on this two page submission. Head material (at the top of the first page): - Title of the paper, - Author name(s), - Author affiliation(s) in brief (1 line), - Email address of principal author - Type of submission (oral presentation, poster) Abstracts should be emailed to submission at lcm2006.net as an ATTACHMENT (i.e. not included in the message) preferably as a MS Word document, but in PDF or postscript format if it is necessary to include a diagram or figure. Please do not send abstracts before December 1st 2005. Abstracts should be submitted by January 8, 2006. Notification of acceptance by March 30, 2006. All abstracts will be reviewed by members of the International Scientific Committee. From peytontodd at mindspring.com Fri Oct 7 18:01:05 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Fri, 7 Oct 2005 11:01:05 -0700 Subject: Vocabulary Norms - Continued Message-ID: Brian Richards has pointed out to me that even type/type ratios will be a function of sample size. I should have thought of that: we use the same verbs over and over again for an ever-shifting array of nouns in each different context we encounter. Nonetheless, even for type/token ratios, which are more obviously a function of sample size, that function must have a shape. With all the studies of type/token ratios, has anyone tracked that function so that, hopefully, one could extrapolate across different size samples? Or is it too much a question of what is being talked about, etc.? My interest stems from the fact that, impressionistically, I believe my subject's vocabulary was rather low compared to that of other children, and may have been more heavily weighted toward nouns than verbs. (Yes, I do know about the 'noun bias' in toddlers; my subject is older.) I can of course scale down CHILDES samples, or combine several, as needed, to have samples of similar size to my own, but I'm still hoping to avoid that extra work. For a valid comparison, I'd have to do it for lots and lots of samples. Peyton Todd From macw at mac.com Mon Oct 10 17:14:14 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 10 Oct 2005 13:14:14 -0400 Subject: ask for help in connecting a vidio to a transcription In-Reply-To: <20051010061328.15764.qmail@web15906.mail.cnb.yahoo.com> Message-ID: Dear Jane, There was a version of CLAN from a little over a month ago in which the F5 key function was messed up. It was on the web for about four days and you may have been unlucky enough to have downloaded CLAN just then. Please get a new version and try it. Also, let's discuss this outside of the info-childes mailing list at least until we resolve it. Sorry about the hassle. --Brian MacWhinney On Oct 10, 2005, at 2:13 AM, 红 江 wrote: > Dear colleagues: > I am learning using CLAN and trying to connecting a vidio to > a transcription using transcript mode according to the steps > introduced in CLAN Manual. Every time when i click "transcript > mode", locate to the vidio i want to open, then" erro openning > movie files" appears. > I cannot open the vidio in clan! > I use the vidio and transcription downloaded from TALKBANK. > I can open the transcription by clan, and play the vidio by > quicktime, but cannot connect them together. I don't know what the > problem is. May any one help me? > > Jane > > > 雅虎免费G邮箱－No.1的防毒防垃圾超大邮箱 > 雅虎助手¨D搜索、杀毒、防骚扰 -------------- next part -------------- An HTML attachment was scrubbed... URL: From wulfeck at crl.ucsd.edu Mon Oct 10 21:24:38 2005 From: wulfeck at crl.ucsd.edu (Beverly Wulfeck) Date: Mon, 10 Oct 2005 14:24:38 -0700 Subject: Doctoral program announcement and new training grant Message-ID: DOCTORAL PROGRAM ANNOUNCEMENT SAN DIEGO STATE UNIVERSITY AND UNIVERSITY OF CALIFORNIA, SAN DIEGO JOINT DOCTORAL PROGRAM (JDP) LANGUAGE AND COMMUNICATIVE DISORDERS Program Directors: Jeff Elman & David Swinney (UCSD), Beverly Wulfeck (SDSU) APPLICATION DEADLINE for FALL, 2006: JANUARY 20, 2006 To obtain admission information and to download our application for Fall 2006 visit our website at: http://chhs.sdsu.edu/SLHS/phdmain.php The JDP in Language and Communicative Disorders is designed to educate a new generation of scientists who are interested in applying research skills to the disorders. This interdisciplinary program provides training in typical (spoken and signed) and atypical language, and in the neural bases of language learning, use and loss. GOALS: 1. To provide doctoral training in the study of language and communicative behavior with an interdisciplinary focus that integrates state-of-the-art knowledge from the fields of communicative disorders, cognitive sciences, neurosciences, psychology and linguistics represented by the expertise of core faculty from SDSU and UCSD. 2. To prepare professionals, educated in the interface between behavioral and cognitive neuroscience methodologies, who will provide critical leadership in research and health services. 3. To prepare Ph.D. level scientists in the field of language and communicative disorders to serve as faculty in university programs and scientists in a variety of settings to carry out much-needed research on the processes of language development, disorders, assessment and intervention. 4. To prepare researchers to carry out much-needed research in communicative behavior and disorders in bilingualism and multiculturalism. ASHA CLINICAL CERTIFICATION Although this is a research Ph.D. program, doctoral students wishing to obtain academic preparation for the Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-Language-Hearing Association may do so concurrently with their doctoral studies. We also have a means for students wishing to complete their CFY while enrolled in our program. NEW TRAINING GRANT “Neurocognitive Approaches to Communication Disorders”, a newly funded training grant (NIDCD) will provide up to two years of funding for students who have the appropriate interests and qualifications. Contact Dr. Donna Thal (dthal at mail.sdsu.edu) for more information regarding the training grant. ASHA CONVENTION Doctoral faculty will be attending ASHA in San Diego in November. Interested students planning on attending are invited to contact us and meet us at the Graduate Fair. SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders San Diego State University 5500 Campanile Drive San Diego, California 92182-1518 Telephone: (619) 594-6775 phdlancd at mail.sdsu.edu From grtimler at buffalo.edu Tue Oct 11 14:28:19 2005 From: grtimler at buffalo.edu (grtimler at buffalo.edu) Date: Tue, 11 Oct 2005 10:28:19 -0400 Subject: Assistant/Associate Professor-University at Buffalo Message-ID: Please pass this announcement to interested colleagues: University at Buffalo. Child Language Disorders / Complex Communication Needs: New 10-month, tenure track Assistant/Associate Professor position to complement existing faculty expertise. We seek an individual with a PhD and CCC (preferred) in the areas of child language disorders, individuals with complex communication needs and/or language intervention research. The candidate will be expected to teach undergraduate and graduate coursework, develop an independent research program, and seek extramural support for the program. Skills needed include teaching, independent research, and direction of research projects. Send letter of application, vitae, and three references to Jeff Higginbotham, PhD, Communication Disorders and Sciences, University at Buffalo, 122 Cary Hall, Buffalo, NY, 14214 (email: cdsjeff at buffalo.edu) by December 1, 2005, or until filled. The University at Buffalo is an Equal Opportunity Employer/Recruiter. Geralyn R. Timler Assistant Professor University at Buffalo Dept. of Communicative Disorders & Sciences 3435 Main Street; 122 Cary Hall Buffalo, NY 14214-3005 Office phone: 716-829-2797 ext. 602 Child Language Lab: 716-829-2797 ext. 616 Department FAX: 716-829-3979 From macw at mac.com Thu Oct 13 02:51:00 2005 From: macw at mac.com (Brian MacWhinney) Date: Wed, 12 Oct 2005 22:51:00 -0400 Subject: position at UBC Message-ID: DIRECTOR, SCHOOL OF AUDIOLOGY AND SPEECH SCIENCES The University of British Columbia, Vancouver, Canada The Faculty of Medicine of the University of British Columbia invites applications for the position of Director of the School of Audiology and Speech Sciences at the Professor or Associate Professor rank to assume duties July 1, 2006. This is a full-time tenured position which is subject to final budgetary approval. Salary is commensurate with qualifications and experience. The individual selected should have a PhD and a strong background in Speech, Language and/or Hearing Science, or in Linguistics or Psychology focussing on speech, language, or hearing science. Preference will be given to applicants in areas related to speech and/or language studies. He or she should also be familiar with the nature of practice in speech-language pathology and/or audiology, and have a proven publications record, demonstrated ability to obtain grant support, teaching and administrative experience and an academic reputation commensurate with a leadership role in the School. The individual selected will be expected to have a clear commitment to a framework for education and research that emphasizes the relationships among disciplines and between research and clinical practice. Located in Vancouver, a vibrant multicultural city renowned for its natural beauty, The University of British Columbia is among the best and largest of Canada's universities. The School (www.audiospeech.ubc.ca) is expanding, with new faculty on board, new lab spaces in place, and further space expansions planned. The School offers an intensive two-to-three-year program of graduate coursework (Audiology and Speech-Language Pathology), research, and supervised community-based clinical practice leading to the M.Sc. degree. It also offers Ph.D. and postdoctoral education. School faculty have strong interdisciplinary links with other departments at the University. Letters of application accompanied by a curriculum vitae, three recent publications and the names of three referees should be submitted by December 15, 2005, and directed to: Dr. Gavin C.E. Stuart, MD, FRCPC Dean, Faculty of Medicine Room 317, Instructional Resources Centre University of British Columbia 2194 Health Sciences Mall Vancouver, B.C. Canada V6T 1Z3 UBC hires on the basis of merit and is committed to employment equity. We encourage all qualified applicants to apply; however, Canadians and permanent residents will be given priority. -- ************************************************************************ ** David R. Stapells Professor & Director, School of Audiology & Speech Sciences University of British Columbia 5804 Fairview Ave, Suite 205 Vancouver, B.C. V6T 1Z3 CANADA Office: (604) 822-5795; FAX: (604) 822-6569 Lab: (604) 822-7424 Email: director at audiospeech.ubc.ca LAB Website: http://www.audiospeech.ubc.ca ************************************************************************ *** -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Sun Oct 16 19:26:29 2005 From: macw at mac.com (Brian MacWhinney) Date: Sun, 16 Oct 2005 15:26:29 -0400 Subject: Peters-Wilson data available in linked form Message-ID: Dear Colleagues, I am happy to announce that a large chunk of the Seth corpus from Ann Peters and Bob Wilson is now available over the web in audio-linked form. The current transcripts go from 20 months to 25 months. The child's productions are phonetically transcribed and each utterance is linked to the audio. You can play back from these transcripts over the web using the WebData facility in CLAN. Many thanks to Ann for her work in getting these ready for web access. We are hoping that additional segments of the corpus will be available later on. --Brian MacWhinney From k.j.alcock at lancaster.ac.uk Mon Oct 17 09:19:32 2005 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Mon, 17 Oct 2005 10:19:32 +0100 Subject: Dummy/pacifier use and speech development Message-ID: There has been a new recommendation out recently that infants be offered pacifiers to put them to sleep, which is supposed to help prevent SIDS. About the first thing mothers in the UK say to me when they hear I study oral motor skills and speech is "oh, we never use a dummy" or "my sister gave hers a dummy, it's very bad for their speech, isn't it?" I expect this to re-emerge with this new advice, and I've even heard from speech therapists that they are supposed to be linked to lisps. I have heard this much less frequently from US parents than UK parents - I think using a dummy is much more stigmatised over here, and this makes me suspicious of un-referenced advice even from health professionals. And I have been able to find absolutely no evidence one way or the other - Medline and Psycinfo searches bring up nothing (some work on dental problems - which don't seem to be linked). Does anyone know of any studies? thanks Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF -------------- next part -------------- An HTML attachment was scrubbed... URL: From cbowen at ihug.com.au Mon Oct 17 10:24:02 2005 From: cbowen at ihug.com.au (Caroline Bowen) Date: Mon, 17 Oct 2005 20:24:02 +1000 Subject: Dummy/pacifier use and speech development In-Reply-To: AAAAADAWbtIKoCFPg/pHkNR140UERSkA Message-ID: See: Baker, E. (2002). The pros and cons of dummies. ACQuiring Knowledge in Speech, Language and Hearing, Speech Pathology Australia 4(3), 134-136. . for a review. Caroline Caroline Bowen PhD Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia e: cbowen at ihug.com.au i: http://www.slpsite.com t: 61 2 4757 1136 _____ From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Alcock, Katherine Sent: Monday, 17 October 2005 7:20 PM To: info-childes at mail.talkbank.org; dev-europe at lboro.ac.uk Subject: Dummy/pacifier use and speech development There has been a new recommendation out recently that infants be offered pacifiers to put them to sleep, which is supposed to help prevent SIDS. About the first thing mothers in the UK say to me when they hear I study oral motor skills and speech is "oh, we never use a dummy" or "my sister gave hers a dummy, it's very bad for their speech, isn't it?" I expect this to re-emerge with this new advice, and I've even heard from speech therapists that they are supposed to be linked to lisps. I have heard this much less frequently from US parents than UK parents - I think using a dummy is much more stigmatised over here, and this makes me suspicious of un-referenced advice even from health professionals. And I have been able to find absolutely no evidence one way or the other - Medline and Psycinfo searches bring up nothing (some work on dental problems - which don't seem to be linked). Does anyone know of any studies? thanks Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF -------------- next part -------------- An HTML attachment was scrubbed... URL: From cbowen at ihug.com.au Mon Oct 17 10:28:52 2005 From: cbowen at ihug.com.au (Caroline Bowen) Date: Mon, 17 Oct 2005 20:28:52 +1000 Subject: Dummy/pacifier use and speech development In-Reply-To: AAAAADAWbtIKoCFPg/pHkNR140UERSkA Message-ID: Baker, E. (2002). The pros and cons of dummies: What a speech pathologist should know. ACQuiring Knowledge in Speech, Language and Hearing, 4(3), 134-136. Key points raised in the review were as follows. THE PROS OF USING A DUMMY / PACIFIER / COMFORTER 1. They (dummies) MAY help settle agitated, fretting babies (evidence is equivocal) 2. They are thought to facilitate sucking in premature infants (conflicting evidence) 3. They are thought to help infants with GORD (research failed to support this) 4. There is thought to be something "protective" about dummy sucking in terms of preventing SIDS in babies 1 to 12 months (evidence is inconclusive) THE CONS OF USING A DUMMY / PACIFIER / COMFORTER 1. Increased risk of GI infections. 2. Increased risk of Otitis Media (with all that that implies) in babies who use a dummy >5 hours a day. (interesting studies cited research surrounding the importance of this) 3. Increased incidence of dental caries and malocclusion. 4. Association with nipple confusion. 5. "Other" - latex allergy, choking (these are rare). SPEECH DEVELOPMENT AND DUMMY / PACIFIER / COMFORTER USE The speech-language pathologist can surmise that: 1. Certain sounds are difficult to produce with something in your mouth. 2. Dummy sucking reduces vocal play. 3. Dummy sucking reduces imitation of facial expressions and mouth movements (interesting studies cited research surrounding the importance of this) There is very little research into a possible DIRECT relationship between dummy sucking and language delay. There is a positive relationship between dummy sucking, dental malocclusion and speech disorder. There is a positive relationship between dummy sucking, otitis media and speech disorder. It is important for SLPs to be well-informed in order to advise caregivers accurately. ================ RELATED ARTICLES ================ Pacifier pros and cons: is it good or bad to give your baby a binkie? (Healthy Baby) http://www.findarticles.com/cf_dls/m0KFZ/2_9/98576972/p1/article.jhtml "Your baby is crying. She looks very unhappy: She has her mouth open, her eyes squeezed shut, her fists clenched. You've tried everything you can think of to calm her down--breastfeeding, walking her in the stroller, gently rocking her and singing to her. In your palm you hold what you hope will be the answer--a pacifier. But before you pop that binkie in her mouth, consider the many ways using it could affect your baby's health. THE PROS A way to soothe > The amount of time an infant spends crying increases from birth until about 6 weeks, when a baby cries for an average of three hours a day. "That's a lot of crying stress," says Cynthia R. Howard, M.D., M.P.H., associate professor of pediatrics at the University of Rochester School of Medicine and Dentistry in New York. Sucking undoubtedly helps calm a baby, she adds, which is why pacifiers are so popular. According to a 1999 study by Howard published in Pediatrics, approximately 75 percent of babies are given pacifiers to suck. Health benefits > The only proven medical benefits linked to pacifiers have been seen in preterm babies. Preemies who suck on binkies gain weight faster, according to a 1992 study published in the Swedish journal Acta Pediatrica. Other research has found that preemies who use pacifiers shortly after birth show earlier sucking patterns and experience fewer health complications. "Sucking promotes oral-muscle function and muscle development," says Nina L. Shapiro, M.D., assistant professor of pediatric otolaryngology at the University of California, Los Angeles, School of Medicine. Reduced risk of SIDS> Pacifiers are associated with a reduced risk of sudden infant death syndrome (SIDS), according to four recent studies. But since a cause-and-effect relationship has not been proven, researchers aren't sure how, or even if, pacifiers prevent SIDS. In the meantime, the SIDS Alliance refrains from recommending their use. THE CONS Ear infections > Pacifiers were found to he responsible for 25 percent of ear infections in children under 3 attending day care, according to a study published in Pediatrics in 1995. Restricting pacifier use to just before a child fell asleep, though, returned the risk to almost normal, a follow-up study in 2000 (also in Pediatrics) found. Why the link? Pacifier sucking promotes fluid collection in the ears, which can lead to ear infections, Shapiro says. Early weaning from the breast > Offering a pacifier to a full-term baby may keep her from what she really needs--food. Indeed, several studies have linked pacifier use with early cessation of breastfeeding. However, a study reported in the Journal vi the American Medical Association found that pacifiers probably were not to blame for early weaning. The researchers concluded that their use is a sign of breastfeeding difficulties or reduced motivation to breastfeed. While the pacifier-breastfeeding connection remains a question, if you do give a binkie, it's best to wait. "If you want to offer a pacifier, wait until four to six weeks, when your milk supply is established," Howard says. Dental, problems> Children who suck anything--thumb, finger or pacifier-- past age 2 have a higher risk of developing protruding front teeth and/or a crossbite in baby teeth, according to a study published last year in the Journal v/the American Dental Association. In some cases, these problems persist when permanent teeth come in. So where does that leave you and your screaming baby? Prudent use of a pacifier--occasionally and briefly, after breastfeeding is established and before your child is 2--probably won't cause any harm. So if your baby is soothed by using a pacifier for short intervals, give it to her guilt-free. Or you could try another round of feeding, rocking or singing. Either way, your baby eventually will settle down. RELATED ARTICLE: * Do's and don'ts If you do decide to offer your baby a pacifier, here are some caveats to remember: * Never give your baby a pacifier to delay a meal. * Offer a binkie; don't force it. * Boil the pacifier or run it through the dishwasher frequently for the first six months; after six months, wash the pacifier regularly with hot, soapy water. * Never tie a pacifier around your baby's neck or hand, or to your child's crib or bassinet. Elizabeth Rusch, mother of 1-year-old Cobi, is the author of Generation Fix: Young Ideas for a Better World [Beyond Words, 2002]." COPYRIGHT 2002 Weider Publications COPYRIGHT 2003 Gale Group =========================================== Do Pacifiers Discourage Breastfeeding? http://www.findarticles.com/cf_dls/m0867/1999_April/54450681/p1/article.jhtm l The majority of babies in the U.S., whether they are breastfed or not, are given pacifiers. Some scientists have worried that if a baby gets used to an artificial nipple such as a pacifier, she might have difficulty suckling at the breast (something called "nipple confusion"). Indeed, a number of studies have reported that infants who use pacifiers are less likely to be breastfed as long as infants who don't. However, there is a lot of debate over whether the pacifier actually causes the problem. In a study of 265 breastfeeding infants from Rochester, NY, researchers interviewed the mothers at delivery and at regular intervals until breastfeeding ended. Two-thirds of mothers introduced a pacifier before their baby was 6 weeks old, and as was found in other studies, infants who used pacifiers didn't breastfeed for as many months as those who didn't use a pacifier. However, the authors of this study paid careful attention to which came first--the pacifier or problems with breastfeeding--and they found that when women gave their babies pacifiers, they already tended to breastfeed fewer times per day and they were also more likely to report that breastfeeding was inconvenient and that they had insufficient milk supplies. These researchers conclude that it may be incorrect to blame pacifiers for decreases in breastfeeding. Rather, they think that mothers who are having problems breastfeeding are the most likely to give their infants pacifiers, and because of their problems breastfeeding, these same mothers are more likely than others to stop breastfeeding early. (Howard CR et al: Pediatrics Mar 1999; e33 [electronic edition] COMMENT: Many studies have found that pacifier use is to early stopping of breast feeding, and most people feel that pacifiers must be the cause of this problem. On that basis, some parents have been warned not to give their infant a pacifier, for fear that it will interfere with successful breastfeeding (however, that doesn't stop babies from sucking on their fingers, thumbs, or toes!) This carefully done study makes an important point about whether pacifiers are the cause or the effect of this problem, and we agree with the authors that pacifiers don't seem to be the cause. Rather, moms who are having various difficulties in breastfeeding are more likely to give their infants pacifiers because the infants cry more as a result of breastfeeding not going well. Of course, when breastfeeding isn't going well, there's an increased chance that mothers will stop early. What this means, we think, is that parents should focus more attention on how to breastfeed successfully and worry less about whether the baby uses a pacifier." COPYRIGHT 1999 Child Health Alert, Inc. COPYRIGHT 2001 Gale Group ======================================== Pacifier Use And Ear Infections http://www.findarticles.com/cf_dls/m0867/2000_Oct/66304090/p1/article.jhtml "It's known that pacifiers can affect the way a child's teeth come in, but with that exception, they are generally considered harmless, and 75-85% of children in western countries make a habit of using one. In the last few years, some studies have raised the question of whether pacifier use might be related to an increase in ear infections (otitis media), and researchers from Finland have now tried to learn more about the relationship between pacifier use and ear infections. They enrolled 484 infants from 14 well-baby clinics; on average, the children were 8 months old. The children under 18 months of age were divided into two groups; in one group, parents were advised that pacifier use was OK up until age 6 months, but between 6 and 10 months they were told to limit use to the time just before their baby was falling asleep, and then to stop all use after the infant was 10 months old. Parents in the other group were given no advice about pacifier use. Parents kept daily symptom sheets for a period of three to six months, and took their children to the doctor whenever they felt it was necessary. Overall, the authors found that about three-quarters of the infants in both groups used a pacifier before the study began, and by the end of the study, pacifier use had dropped to about two-thirds in both groups. Even though the intervention didn't reduce the total number of children using pacifiers, it did appear to reduce the amount of time infants spent using a pacifier--among the 7-18 month olds, the intervention seemed to reduce heavy pacifier use by 21%. Along with that reduction in pacifier use was a 29% reduction in the number of ear infections. The authors conclude that "pacifier use appeared to be a preventable risk factor for acute otitis media in children." (Niemela M et al: Pediatrics, September, 2000, pp. 483-488) COMMENT: Pacifier use and ear infections are both common parts of an infant's life, but there's been surprisingly few studies focused on whether pacifier use actually increases the risk of ear infections. The current study offers some additional evidence that frequent use of pacifiers might be related to a child's risk of having ear infections, but it doesn't prove that pacifiers actually cause ear infections. Until we know for sure, it's hard to suggest that parents be advised to "pull the plug". On the other hand, parents who choose to limit pacifier use in an effort to limit their child's risk of ear infections are probably not going to do their child much harm." COPYRIGHT 2000 Child Health Alert, Inc. COPYRIGHT 2001 Gale Group =========================== Counseling Parents About Pacifier Use in Infants http://www.findarticles.com/cf_dls/m3225/5_63/71267999/p1/article.jhtml "Pacifier use is associated with an increased risk of acute otitis media, oral candidiasis and dental caries. Niemela and associates conducted a randomized, controlled trial in 14 well-baby clinics in Finland to determine if counseling parents about pacifier use was associated with a decrease in episodes of acute otitis media in infants. Nurses who staffed the well-baby clinics were instructed about the harmful effects of pacifier use and asked to share this information with the parents of children 18 months or younger (see the accompanying table on page 948). Parents were also given a leaflet summarizing this information. The counseling sessions occurred at each well-baby visit. Parents of children in the control group (whose nurses received information about the epidemiology of infectious diseases) did not receive counseling about pacifier use. All parents were asked to complete a daily symptom sheet to record symptoms consistent with acute otitis media. The children enrolled in the trial were followed for three to six months, depending on the date of recruitment. Information about previous episodes of acute otitis media, type of day care and signs and symptoms of allergies was also collected. Based on previous studies of the prevalence of pacifier use, the authors surmised that one half of the children in the intervention (counseling) group would develop acute otitis media; they hypothesized that the counseling would decrease this occurrence by one quarter. The use of pacifiers was classified as follows: none, only when falling asleep or continuously. There were 272 children in the counseling group and 212 in the control group. The mean age of the children was eight months. About one third of the children had a history of acute otitis media. Pacifier use occurred in 79.0 percent of the intervention group and in 74.7 percent of the control group. At the end of the study, pacifiers were still being used by 68.0 percent of children in the intervention group and 66.5 percent of children in the control group. However, children in the intervention group were significantly less likely to be using the pacifier continuously than were those in the control group (35 percent versus 48 percent). Among children seven to 18 months of age, this represented a 21 percent decrease in the continuous use of a pacifier. The incidence of acute otitis media was reduced by 29 percent in the group that received counseling. Continuous use of the pacifier was associated with a 33 percent higher rate of acute otitis media. Most of the parents seemed to appreciate the counseling about pacifier use, although 11 percent felt anxiety because they had not known of the adverse effects of pacifier use, 9 percent felt guilty and 7 percent were angry about the counseling. The authors conclude that offering supportive and encouraging recommendations about the use of pacifiers can reduce the occurrence of acute otitis media. Pacifier use is one of the easily modifiable risk factors for acute otitis media (as opposed to anatomic considerations or mode of day care), and anticipatory guidance of parents about pacifier use should occur." GRACE BROOKE HUFFMAN, M.D. Niemela M, et al. Pacifier as a risk factor for acute otitis media: a randomized, controlled trial of parental counseling. Pediatrics September 2000;106:483-8. COPYRIGHT 2001 American Academy of Family Physicians COPYRIGHT 2001 Gale Group ================================= Caroline Bowen PhD Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia e: cbowen at ihug.com.au i: http://www.slpsite.com t: 61 2 4757 1136 _____ From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Alcock, Katherine Sent: Monday, 17 October 2005 7:20 PM To: info-childes at mail.talkbank.org; dev-europe at lboro.ac.uk Subject: Dummy/pacifier use and speech development There has been a new recommendation out recently that infants be offered pacifiers to put them to sleep, which is supposed to help prevent SIDS. About the first thing mothers in the UK say to me when they hear I study oral motor skills and speech is "oh, we never use a dummy" or "my sister gave hers a dummy, it's very bad for their speech, isn't it?" I expect this to re-emerge with this new advice, and I've even heard from speech therapists that they are supposed to be linked to lisps. I have heard this much less frequently from US parents than UK parents - I think using a dummy is much more stigmatised over here, and this makes me suspicious of un-referenced advice even from health professionals. And I have been able to find absolutely no evidence one way or the other - Medline and Psycinfo searches bring up nothing (some work on dental problems - which don't seem to be linked). Does anyone know of any studies? thanks Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF -------------- next part -------------- An HTML attachment was scrubbed... URL: From kmandriacchi at facstaff.wisc.edu Mon Oct 17 16:33:35 2005 From: kmandriacchi at facstaff.wisc.edu (KAREN M ANDRIACCHI) Date: Mon, 17 Oct 2005 11:33:35 -0500 Subject: Syposium on Research in Child Language Disorders Message-ID: An HTML attachment was scrubbed... URL: From macw at mac.com Mon Oct 17 19:59:28 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 17 Oct 2005 15:59:28 -0400 Subject: Trinity College Second Language Studies Message-ID: Dear Info-CHILDES, I would like to announce the addition to TalkBank of a new corpus of transcripts from school-aged children learning French as a second language in France. The project, designed and implemented by Seán Devitt, School of Education, Trinity College, Dublin, set out to track the development of the means of expressing temporality by children learning French as a second language in France. The subjects were five children, aged between eight and twelve, of three different nationalities Irish, Polish and Cambodian who were in primary school in Paris in the early part of 1982. The data were gathered over a five-month period from March 31 to September 6 1982. This corpus is included in the TalkBank SLA corpora at http:// talkbank.org/data in the SLA directory. However, because these are still children, the data are also relevant to the study of child language acquisition. Many thanks to Seán for contributing this corpus. --Brian MacWhinney, CMU From mminami at sfsu.edu Wed Oct 19 01:48:21 2005 From: mminami at sfsu.edu (mminami at sfsu.edu) Date: Tue, 18 Oct 2005 18:48:21 -0700 Subject: Second Call for Papers Message-ID: Second Call for Papers: The Fifth Biennial International Conference on Practical Linguistics of Japanese (ICPLJ5) Dates: March 4-5, 2006 Place: San Francisco State University Proposals are now being accepted for oral and poster presentations at the conference. The deadline for submissions is Tuesday, November 1, 2005. Full details are written below. They are also available at the following website: http://www.sfsu.edu/~japanese/conference/ICPLJ.htm The Fifth Biennial International Conference on Practical Linguistics of Japanese (ICPLJ5) Second Call for Papers March 4 (Sat.) & 5 (Sun.), 2006 San Francisco State University ************************************************************************ Aims and Scope o ICPLJ5 is intended to bring together researchers on the cutting edge of Japanese linguistics and to offer a forum in which their research results can be presented in a form that is useful to those desiring practical applications in the fields of teaching Japanese as a second/foreign language and computer-assisted language learning (CALL) technology. o All topics in linguistics will be fully considered, including: phonology, morphology, syntax, semantics, lexicon, pragmatics (discourse analysis), second language acquisition (bilingualism). o Abstracts submitted must represent original, unpublished research. Publication A book of "selected papers" (approximately 12) presented at the conference will be published. The publication of the papers enables the ideas from the conference to reach an even larger audience around the world, further benefiting countless researchers, teachers, and their students. Conference Language The length of each presentation will be thirty minutes (20 minutes for exposition, 10 minutes for questions). Presentations may be in either English or Japanese. Submission Guidelines All submissions should be mailed and postmarked by November 1, 2005. (We regret that we cannot accept submissions by fax or e-mail.) o Three copies of a clearly titled one-page summary, on which the author is not identified (on A4 or letter-size paper, in 12 point type, with at least 1.25 inch [approximately 3 cm] margins on all sides). This summary will be used for review, as well as for inclusion in the conference program book if your abstract is accepted. Examples, figures, tables, and references may be given on a second page. Please note the following: (1) All conference papers will be selected on the basis of summaries submitted. (2) Any information that may reveal your identity should not be included in the summary. (3) Summaries will be accepted in Japanese or English. (4) If the language in which you would like to give your presentation differs from the language of your written summary, please let us know. (5) No changes in the title or the authors' names will be possible after acceptance. o For each author, please attach one copy of the information form printed at the bottom of this sheet. Deadline All submissions must be postmarked by November 1, 2005. (Please do not send summaries by e-mail or fax. Information regarding the previous conferences may be accessed at: http://www.sfsu.edu/~japanese/conference/.) Send submissions to: Dr. Masahiko Minami Fifth Biennial International Conference on Practical Linguistics of Japanese (ICPLJ) Department of Foreign Languages and Literatures San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 Telephone: (415) 338-7451 e-mail: icplj at sfsu.edu ************************************************************************ Author Information Form (fill out one form completely for each author) Paper Title: Topic area: Audiovisual requests: (1st Author) Full name: Affiliation: Address: E-mail: Phone number: FAX number (if available) (2nd Author) Full name: Affiliation: Address: E-mail: Phone number: FAX number (if available) o To accommodate as many papers as possible, we reserve the right to limit each submitter to one paper in any authorship status. o If your paper is not one of those initially selected for oral presentation, please indicate whether you would be willing to have it considered as an alternate or for poster presentation: _____ Yes, consider me as an alternate if necessary. _____ Yes, consider me for poster presentation if necessary. _____ No, please do not consider me either as an alternate or for poster presentation. -- ********************************** Dr. Masahiko Minami Department of Foreign Languages San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 (415) 338-7451 http://userwww.sfsu.edu/~mminami/ ********************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From eisenbergs at mail.montclair.edu Wed Oct 19 19:39:38 2005 From: eisenbergs at mail.montclair.edu (Sarita Eisenberg) Date: Wed, 19 Oct 2005 15:39:38 -0400 Subject: Faculty position announcement In-Reply-To: Message-ID: Open Rank tenure-track faculty position in Speech-Language Pathology MA program in the Dept of Communication Sciences and Disorders of Montclair State University. Responsibilities include teaching graduate courses, research, and possibility of clinical supervision in area of expertise. The candidate should have a documented record of scholarship and a proven record of excellence in teaching. Grant seeking, along with service to the department, university and larger professional community are expected. Qualifications: Earned doctoral degree in Speech-Language Pathology or Speech and Hearing Science, CCC-SLP desirable, and a minimum of 5 years academic experience. Will consider applicants with less experience or ABD. New Jersey State License in SLP or eligibility for license is highly desirable. The University is located in Montclair, NJ, a cosmopolitan and diverse community of approximatly 38,000 people. Montclair is close to New York City (about 20 miles) with easy access by train, bus, or car. However, the town itself has a large variety of restaurants, movie theatres (including some showing foreign and limited release films), music of all kinds, several theatres, artist's studios, several annual crafts fairs, and an art museum as well as parks and other recreational facilities. Send letter and resume for position number V-F14 to: Sarita Eisenberg, PhD., Montclair State University, Box C316, Montclair, New Jersey 07043 (email: eisenbergs at mail.montclair.edu). From doneill at uwaterloo.ca Wed Oct 19 20:09:52 2005 From: doneill at uwaterloo.ca (Daniela O'Neill) Date: Wed, 19 Oct 2005 16:09:52 -0400 Subject: Associate or tenure-track Assistant Professor Position in Developmental Message-ID: Apologies to anyone receiving multiple postings of this announcement. ASSOCIATE OR TENURE-TRACK ASSISTANT PROFESSOR POSITION IN DEVELOPMENTAL PSYCHOLOGY - UNIVERSITY OF WATERLOO - CANADA The University of Waterloo, Canada invites applications for an Associate or tenure-track Assistant Professor position in Developmental Psychology. We are interested in applicants from all areas of developmental psychology, especially if their research would contribute to the developmental division's focus on the role of social or cognitive development in language acquisition, children's social interactions and child-adult communication. The successful candidate will be expected to maintain an active research program and to supervise graduate and undergraduate students. The position includes a 12-month salary and the teaching load is 3 courses per year. The academic year runs from September to April, with two semesters of 12 weeks each. The successful candidate must have a Ph.D. in Developmental Psychology or related area. The Department of Psychology at the University of Waterloo (located approximately 1 hour west of Toronto) is a large, friendly, research-intensive department with over 35 international faculty, 20 staff members, and 85 graduate students enrolled in Masters and Ph.D programs. The department houses a laboratory preschool. The University of Waterloo offers a full range of programs in the Humanities, Social Sciences, Natural Sciences, Computing Sciences, Applied Health Sciences and Engineering. In 2004, for the 13th year in a row, Maclean's magazine's national survey of 47 Canadian universities ranked UW "best overall" in Canada in reputation and the "most innovative" in the comprehensive category (that is, universities with significant graduate programs and research activities but without a medical school). The University of Waterloo is located in Southwestern Ontario in what is currently, economically, the fastest growing region in Canada. The Kitchener-Waterloo area is a high-tech, culturally diverse (it is a top destination for new immigrants), and friendly place to live. The area offers attractions such as the Stratford Shakespeare Festival, a vibrant music and arts scene (it is home to Canada's national Clay and Glass gallery), many community festivals and events, as well as beautiful parks, trails, wilderness areas, and traditional farmer's markets. Waterloo is home to two major universities, a community college, The Centre for International Governance Innovation, and the Perimeter Institute for Theoretical Physics, which just hosted a month-long EinsteinFest with public lectures and arts events. Waterloo is also a high-tech destination and home to over 100 high-tech companies (e.g., RIM). A community based Research and Technology Park is under construction north of the university. The anticipated start date for the positions is July 1, 2006. Review of applications will begin on Nov. 1, 2005 and will continue to receive and consider applications until the position is filled. Applicants should submit a curriculum vitae, a statement of research and teaching interests, reprints or preprints of recent papers, and arrange for three confidential letters of reference to be sent to: Developmental Search Committee, Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada N2L 3G1. Any questions regarding this position can be directed to Dr. Daniela O'Neill at doneill at uwaterloo.ca or (519) 888-4567 ext. 2545. The University of Waterloo encourages applications from all qualified individuals, including women, members of visible minorities, native people, and persons with disabilities. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. For more information: Department of Psychology (www.psychology.uwaterloo.ca) University of Waterloo (www.uwaterloo.ca) Waterloo Region (www.kw-visitor.on.ca, www.region.waterloo.on.ca) Ranking Canadian Universities (www.macleans.ca/universities) -------------- next part -------------- An HTML attachment was scrubbed... URL: From casby at msu.edu Thu Oct 20 12:14:03 2005 From: casby at msu.edu (Michael W. Casby) Date: Thu, 20 Oct 2005 08:14:03 -0400 Subject: Faculty position Message-ID: The Department of Audiology and Speech Sciences at Michigan State University is in the process of searching for a new faculty member. We are seriously interested in an exceptional scholar, teacher, faculty member with a positive history of research productivity and funding in the discipline of human communication sciences and disorders. This is an academic-year, tenure-stream position, with rank, salary, and areas of research and teaching interests open and negotiable. Laboratory, start-up funds, and other aspects of research support are available. A major role of this position is to continue, and foster, active extramurally funded programs of research. Your help in identifying such a candidate would be greatly appreciated. Please share the position announcement widely. It is also posted on the ASHA website (www.asha.org), and will be listed at the Convention in San Diego. Applicants should submit a letter of interest, a current CV, and three letters of recommendation to: Michael W. Casby, Ph.D., Chairperson, Audiology & Speech Sciences, Michigan State University, East Lansing, MI 48824-1220; Voice: (517)-432-8201; email: casby at msu.edu. Review of applicants will begin January 15, 2006, and continue until a suitable candidate is hired. Michigan State University is an Affirmative-Action/Equal-Opportunity Institution. Michigan State University is a research-intensive, AAU, Land-Grant institution. The Department of Audiology & Speech Sciences (www.asc.msu.edu) has ties with numerous other campus programs such as: cognitive sciences, genetics, epidemiology, medicine, linguistics, education, etc., which offer many opportunities for collaborative/interdisciplinary activities. The position portends to be a very advantageous and productive one for the right person. Michigan State University is celebrating its sesquicentennial, and the Department is moving on to a period of revitalization. Our new Provost – Kim Wilcox, Ph.D., – is working with the President, the College, and us on the University’s new initiative of Boldness By Design, which intends to position Michigan State University for continued national and international prominence as a premier university for the 21st century. -- Michael W. Casby, Ph.D., CCC-SLP Audiology & Speech Sciences Michigan State University East Lansing, MI 48824-1220 (517) 432-8201 (517) 353-8780 (517) 353-3176 (FAX) casby at msu.edu http://www.msu.edu/~casby/ http://www.asc.msu.edu/ http://www.msu.edu/~asc/BHSM/ http://www.msu.edu/~asc/ccas50.html This e-mail may contain proprietary information and may be confidential. If you are not the intended recipient of this e-mail, you are hereby notified that any dissemination, distribution or copying of this message is strictly prohibited. If you received this message in error, please delete it immediately. From W.B.T.Blom at uva.nl Thu Oct 20 13:57:19 2005 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Thu, 20 Oct 2005 15:57:19 +0200 Subject: Program workshop Variation in Inflection Message-ID: Workshop Variation in Inflection University of Amsterdam December 19-20, 2005 See for the program: http://home.hum.uva.nl/variflex/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From m.deuchar at bangor.ac.uk Sun Oct 23 22:01:25 2005 From: m.deuchar at bangor.ac.uk (M.Deuchar) Date: Sun, 23 Oct 2005 23:01:25 +0100 Subject: Absence/Absenoldeb Message-ID: I'll be away until October 24 2005. Mi wna i ffordd tan 24 Hydref 2005. Margaret Deuchar. From bornstem at cfr.nichd.nih.gov Sun Oct 23 22:03:09 2005 From: bornstem at cfr.nichd.nih.gov (Bornstein, Marc (NIH/NICHD)) Date: Sun, 23 Oct 2005 18:03:09 -0400 Subject: Marc Bornstein is out of office. Message-ID: I am away from my office on a Travel Order and will reply to your email when I return in early November. If you require assistance, please contact Cheryl Varron, Laboratory Secretary, at 301-496-6832 or . Marc H. Bornstein From macw at mac.com Mon Oct 24 01:48:35 2005 From: macw at mac.com (Brian MacWhinney) Date: Sun, 23 Oct 2005 21:48:35 -0400 Subject: JSLS 2006 first call for papers Message-ID: **** First Call for Papers: JSLS2006***** JSLS2005, which was held in June at Sophia University, was our largest and most successful conference thus far. We are currently in the process of organizing JSLS2006, which will be held in June at the International Christian University in Tokyo. The Japanese Society for Language Sciences invites proposals for our Eighth Annual International Conference, JSLS 2006. JSLS2006 will be co-sponsored with the Institute of Educational Research and Service (IERS) at the International Christian University (ICU). We welcome three categories of proposals: (1) symposium (themed panel), (2) paper (oral presentation), and (3) poster. Our plenary speaker will be Dr. Fred Genesee (McGill University). JSLS2006 Conference Committee Chairpersons Suzanne Quay & Yutaka Sato (International Christian University) ------------------------------------------------------------------------ Conference Dates: June 10 (Saturday)-11 (Sunday), 2006 Location: International Christian University (Tokyo, Japan) Submissions: We would like to encourage submissions on research pertaining to language sciences, including linguistics, psychology, education, computer science, brain science, and philosophy, among others. We will not commit ourselves to one or a few particular theoretical frameworks. We will respect any scientific endeavor that aims to contribute to a better understanding of the human mind and the brain through language. Submission Deadlines: Deadline for symposium submissions: December 9 (Friday), 2005 Deadline for paper & poster submissions: January 20 (Friday), 2006 Notification for acceptance/rejection of symposia submissions: end of January, 2006 Notification for acceptance/rejection of papers/posters submissions: end of March, 2006 Submission guidelines will be available on the JSLS 2006 website very soon at: http://www.cyber.sccs.chukyo-u.ac.jp/JSLS/JSLS2006/ All questions regarding the JSLS 2006 conference should be addressed to: Kei Nakamura JSLS2006 Conference Coordinator e-mail: kei at aya.yale.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From csg at u.washington.edu Tue Oct 25 18:50:22 2005 From: csg at u.washington.edu (Carol Stoel-Gammon) Date: Tue, 25 Oct 2005 11:50:22 -0700 Subject: Job opening: U of Washington, Seattle Message-ID: The University of Washington, Department of Speech and Hearing Sciences, is seeking an Assistant Professor in the area of speech/ language development and disorders in children. The details are below. ASSISTANT PROFESSOR: TENURE-TRACK POSITION The Department of Speech and Hearing Sciences at the University of Washington is searching for a tenure-track assistant professor with expertise in speech/language development and disorders in children. We seek an individual with a record of research productivity and potential for external funding; Ph.D. is required. Faculty at the University of Washington engage in teaching, research, and service. Duties for the position include undergraduate and graduate teaching, scholarly research, directing student research, and participating in service activities. Base salary (nine-month academic year) is competitive and commensurate with qualifications and experience. Send application letter including a statement of teaching and research interests, curriculum vitae, publication reprints, graduate transcripts, and three letters of recommendation to: Carol Stoel-Gammon, Ph.D. Head, Search Committee Department of Speech and Hearing Sciences University of Washington 1417 N.E. 42nd Street Seattle, WA 98105-6246 Phone: 206-543-7692 Fax: 206-543-1093 E-mail: csg at u.washington.edu Priority will be given to applications received before January 15, 2006; applications will be accepted until the position is filled. Employment begins September 16, 2006. The University of Washington is an affirmative action, equal opportunity employer. The University is building a culturally diverse faculty and staff and strongly encourages applications from women, minorities, individuals with disabilities and covered veterans. Additional information: http://depts.washington.edu/sphsc/employment.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From edy.veneziano at paris5.sorbonne.fr Thu Oct 27 22:14:48 2005 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Fri, 28 Oct 2005 00:14:48 +0200 Subject: Call for Papers - Special Issue of First Language Message-ID: INVITATION to submit papers for a special issue of FIRST LANGUAGE on conversation and language development Deadline for Submission : June 30th 2006. Call for papers for a Special Issue of First Language Conversation in language development and use Guest editor: Edy Veneziano, Université Paris 5 - CNRS Conversation is almost unanimously recognized as the privileged site of language acquisition. In conversation, children have to draw deeply on their communicative and language resources and both to use and to extend their formal and pragmatic competencies. This Special Issue addresses the nature, effects and development of exchanges unfolding among children and their co-conversationalists. Papers presenting empirical work on tangible effects of conversation on the acquisition and/or use of early as well as later language are of focal interest to this Special Issue. Topics include (but are not restricted to): • The role of conversational exchanges in early language acquisition and/or use (lexical, syntactic, morphological and pragmatic knowledge) • The implications of conversational scaffolding for later developments (morphosyntactic, narrative and argumentative skills) • Effects of acquiring and using conversational skills, including conversational repairs, explanations, justifications and argumentation • Learning to adjust one's speech to the interlocutor: style, topic, means • Individual differences • Conversational skills in children with language impairments and other disorders Deadline for submissions: 30 June 2006 Submissions and enquiries should be addressed to: Edy Veneziano, Université Descartes Paris 5 - CNRS, 46 rue St Jacques, 75005 Paris, France email: edy.veneziano at univ-paris5.fr -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2262 bytes Desc: not available URL: From ghimenton at yahoo.com Fri Oct 28 15:18:41 2005 From: ghimenton at yahoo.com (Ghimenton Anna) Date: Fri, 28 Oct 2005 08:18:41 -0700 Subject: Calls for Papers: Multidisciplinary Conference for Research Students Message-ID: ***We apologize for cross posting and any incorrect display of characters on your computer. Please forward this call for papers to any interested parties. Thank you.***CALL FOR PAPERSCONFERENCE NAME: CEDILL Colloque international des Etudiants-chercheurs en DIdactique des Langues et en LinguistiqueCONFERENCE TYPE: Multidisciplinary Conference on Linguistics and Language Studies for Research StudentsDATES: 4-7 July 2006PLACE: Université Stendhal, Grenoble, FranceWEBSITE: http://www.u-grenoble3.fr/lidilem/cedillIMPORTANT DATES: Submission deadline: 31 January 2006 Acceptance notification: May 2006 Program: May 2006 Conference dates: From Tuesday 4 July (afternoon) to Friday, 7 July 2006TOPIC AREAS As a multidisciplinary conference, CEDILL 2006 welcomes proposals exploring the following themes: - Descriptive linguistics - Psycholinguistics and language acquisition and development - Sociolinguistics and Multilingualism - Language teaching - Information technology and multimedia assisted language teaching/learning - All scientific domains dealing with the study of language/ linguistics and/or language teaching/ learning: sociology, psychology, education sciences, ethology, cognitive (neuro)sciences, human-machine communication, etc. SCIENTIFIC COMMITTEE Jacqueline BILLIEZ (Université Stendhal Grenoble 3) Jean-Paul BRONCKART (Université de Genève) Hugues DE CHANAY (Université Lumière Lyon 2) Thierry CHANIER (Université de Franche-Comté) Jean-Louis CHISS (Université Sorbonne Nouvelle Paris 3) Françoise GADET Université Paris 10 Nanterre) Harriet JISA (Université Lumière Lyon 2) Liam MURRAY (University of Limerick) François RASTIER (Université Denis Diderot Paris 7)CONFERENCE LANGUAGES Papers will be presented in French or English.SUBMISSION GUIDELINES Submission is open to research students only. Proposals may be written in French or English (two pages). The closing date for submission is 31 January 2006.For further details, please visit our site, CEDILL 2006 : http://www.u-grenoble3.fr/lidilem/cedillPUBLICATION OF THE CONFERENCE PROCEEDINGSAll articles submitted will be reviewed by an evaluation committee which will select those for publication by the Presses Universitaires de Grenoble (PUG) in 2007. **************************************************************************************************************************************************************************************************** **** Veuillez excuser les envois multiples et l'éventuel affichage incorrect de certains caractères. Merci de transmettre cet appel à communications aux personnes potentiellement intéressées. ****APPEL À COMMUNICATIONSINTITULE DU COLLOQUE: CEDILL 2006 Colloque international des Etudiants-chercheurs en DIdactique des Langues et en LinguistiqueTYPE DE COLLOQUE: Colloque pluridisciplinaire autour de l'étude du langageDATES: 4-7 juillet 2006LIEU: Université Stendhal, Grenoble, FranceADRESSE DU SITE CEDILL 2006: http://www.u-grenoble3.fr/lidilem/cedillCALENDRIER - Date limite de soumission : 31 janvier 2006 - Notification des acceptations : mai 2006 - Programme préliminaire : mai 2006 - Dates du colloque : du mardi 4 (après-midi) au vendredi 7 juillet 2006THÉMATIQUES À vocation pluridisciplinaire, le colloque CEDILL 2006 permettra d’aborder : - La description linguistique - La psycholinguistique et le développement langagier - La sociolinguistique et le plurilinguisme - La didactique des langues - Les outils informatiques pour la linguistique et la didactique des langues - Tout domaine scientifique dont l’objet d’étude est lié à la langue et/ou à son enseignement/apprentissage : sociologie, psychologie, sciences de l’éducation, éthologie, ethnologie, (neuro)sciences cognitives, communication homme-machine, etc.COMITÉ SCIENTIFIQUE Jacqueline BILLIEZ (Université Stendhal Grenoble 3) Jean-Paul BRONCKART (Université de Genève) Hugues DE CHANAY (Université Lumière Lyon 2) Thierry CHANIER (Université de Franche-Comté) Jean-Louis CHISS (Université Sorbonne Nouvelle Paris 3) Françoise GADET Université Paris 10 Nanterre) Harriet JISA (Université Lumière Lyon 2) Liam MURRAY (University of Limerick) François RASTIER (Université Denis Diderot Paris 7)LANGUES Les communications se feront en français ou en anglais.MODALITÉS DE SOUMISSION Ce colloque s’adresse uniquement aux étudiants-chercheurs.Rédigées en français ou en anglais, les propositions de communication (deux pages) doivent être saisies en ligne avant le 31 janvier 2006.Se reporter aux consignes indiquées sur le site de CEDILL 2006 : http://www.u-grenoble3.fr/lidilem/cedillPUBLICATION DES ACTES Les articles seront soumis à un comité d’évaluation en vue d'une publication aux Presses Universitaires de Grenoble (PUG) en 2007. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mits at ling.ed.ac.uk Fri Oct 28 15:23:08 2005 From: mits at ling.ed.ac.uk (via the vacation program) Date: Fri, 28 Oct 2005 16:23:08 +0100 Subject: away from my mail Message-ID: I away until 28 October. I will respond to your message regarding "" after my return. Apologies for any inconvenience. Mits Ota From DaleP at health.missouri.edu Tue Oct 4 22:24:18 2005 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 4 Oct 2005 17:24:18 -0500 Subject: MacArthur Inventories Message-ID: Dear Dra. Sonia Mariscal and others who may be interested, The MacArthur CDI group has just completed an extensive revision of the User's Guide and Technical Manual for the CDIs, which will be published next year by Paul Brookes. The revision includes additional norming data, including norms up to 18 months for the CDI:Words & Gestures, and norming and other information for the CDI-III. As part of this revision, we have reviewed all available information on the reliability and validity of the CDI measures, including work across a variety of developmental disorders. In many cases, this includes research with children older than 30 months. Because this is primarily a summary of published work, I am happy to share that section of the manual which summarizes the reliability and validity information, if people will email me directly, at dalep at health.missouri.edu. There is other research using the CDIs with developmental disorders that does not provide reliability or validity information, but the references in this section should provide a good starting point. Philip Dale -----Original Message----- From: info-childes at mail.talkbank.org on behalf of Sonia Mariscal Sent: Tue 10/4/2005 06:34 To: childes Subject: MacArthur Inventories Dear INFO-Childes members: I am looking for references reporting results of MacArthur Communicative Developmental Inventories with children older than 30 months-old, and also with children with different types of developmental disorders. I will compile the list of references and share it with the mailing list. Thanks in advance! Dra. Sonia Mariscal Dpto. Psicología Evolutiva y de la Educación Facultad de Psicología Universidad Nacional de Educación a Distancia From smariscal at psi.uned.es Tue Oct 4 11:34:44 2005 From: smariscal at psi.uned.es (Sonia Mariscal) Date: Tue, 4 Oct 2005 13:34:44 +0200 Subject: MacArthur Inventories Message-ID: Dear INFO-Childes members: I am looking for references reporting results of MacArthur Communicative Developmental Inventories with children older than 30 months-old, and also with children with different types of developmental disorders. I will compile the list of references and share it with the mailing list. Thanks in advance! Dra. Sonia Mariscal Dpto. Psicolog?a Evolutiva y de la Educaci?n Facultad de Psicolog?a Universidad Nacional de Educaci?n a Distancia From mariateresa.guasti at unimib.it Tue Oct 4 13:20:52 2005 From: mariateresa.guasti at unimib.it (Maria Teresa Guasti) Date: Tue, 4 Oct 2005 15:20:52 +0200 Subject: Glow workshop 2006 on the acquisition of the syntax and semantics of number marking Message-ID: GLOW Workshops, Barcelona, 5th April 2006 Workshop 4: The acquisition of the syntax and semantics of number marking Invited speaker: CARSON SCH?TZE (UCLA) Workshop organisers: Anna Gavarr? (UAB) & Maria Teresa Guasti (U. Milano-Bicocca) In recent years a clearer picture of language acquisition has been emerging: while some parameterised features of grammar are fixed early on (for example, those granting word order), other phenomena constitute systematic departures of child grammar from adult grammar (resulting, for example, in periods of apparent optionality). In this workshop we will consider the expression of number. The values that the number feature may take is a source of variation across languages and number features materialise in structurally diverse configurations. Number may be involved in agreement between subject and verb, agreement between object and verb, number contrasts of clitic pronouns, agreement between Ns and As within NP, agreement between articles and Ns within DP, number contrasts of determiners (in languages without articles), and expression of quantificational determiners (e.g. ?Three dogs are barking?). Recent accounts of the latter suggest that children distinguish between numbers and other quantificational determiners and that numbers elicit some kind of interpretation more easily than other quantificational determiners; in this respect it is interesting that certain languages do not have a full range of number words. In general, while the realisation and distribution of number varies cross-linguistically, it is a quite robust dimension of many languages, including creoles. If a number feature is universally available to the child, we may ask as to the way in which it appears in any given language. In this workshop we set out to investigate if the development of number(s) is homogeneous across child languages or not, and, if it is not, which are the factors determining the variation: phonological factors, e.g. related to the possibly affixal character of number, syntactic-semantic factors, e.g. related to the (un)interpretable character of the feature, or factors strictly related to the computational system, e.g. whereby the maturation of certain principles may bring with them delay in the emergence of a feature. We aim also at exploring how children learn number words, amongst other quantification expressions, and their interpretative properties. There will be 8 slots for presentations, which will be 30 minutes, followed by 10 minutes for discussion. Abstracts should be one page long, 12 point, with references (not data) on a second page, if necessary. Two copies of the abstract should be sent as attached PDF files: one should be anonymous (the name(s) and the title of the abstract should be clearly mentioned in the e-mail) and the other should have the authors? name(s), affiliation(s) and email(s). Abstracts must be sent to cg.acquisition at uab.es. Deadline for submission of abstracts: November 1st, 2005. For further information, see http://seneca.uab.es/ggt/glow2006/workshops.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From langconf at bu.edu Tue Oct 4 13:42:08 2005 From: langconf at bu.edu (BUCLD) Date: Tue, 4 Oct 2005 09:42:08 -0400 Subject: Important BUCLD travel info for nationals of countries other than USA, Canada, Mexico, and Bermuda Message-ID: DO YOU HAVE A MACHINE-READABLE PASSPORT OR VISA? The USA has changed its entry procedures as of June 26, 2005 for nationals of 27 countries (see below) who used to be able to enter the USA without a visa under the Visa Waiver Program. As of June 26, nationals from those countries are only able to enter without a visa if they have a machine-readable passport. If they do not have a machine-readable passport, they have to obtain a non-immigrant visa for entry to the USA, from a US consulate or embassy abroad. If you don't have either (1) a machine-readable passport, or (2) a non-machine readable passport and a non-immigrant visa to the USA, it looks like you will not be allowed to board the plane at your point of origin (there's a $3300 per person fine for any airline that allows someone to board that doesn't meet these requirements). The 27 countries are: Andorra, Australia, Austria, Belgium, Brunei, Denmark, Finland, France, Germany, Iceland, Ireland, Italy, Japan, Liechtenstein, Luxembourg, Monaco, Netherlands, New Zealand, Norway, Portugal, San Marino, Singapore, Slovenia, Spain, Sweden, Switzerland, United Kingdom. Note that citizens of Canada, Mexico, and Bermuda are not affected by this regulation - they do not require machine-readable passports to enter the USA. Nothing is mentioned about citizens of other countries than these 30 - please check regulations carefully. Full information on the new regulations is available at: http://www.travel.state.gov/visa/temp/without/without_1990.html#2 From DaleP at health.missouri.edu Tue Oct 4 22:24:18 2005 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 4 Oct 2005 17:24:18 -0500 Subject: MacArthur Inventories Message-ID: Dear Dra. Sonia Mariscal and others who may be interested, The MacArthur CDI group has just completed an extensive revision of the User's Guide and Technical Manual for the CDIs, which will be published next year by Paul Brookes. The revision includes additional norming data, including norms up to 18 months for the CDI:Words & Gestures, and norming and other information for the CDI-III. As part of this revision, we have reviewed all available information on the reliability and validity of the CDI measures, including work across a variety of developmental disorders. In many cases, this includes research with children older than 30 months. Because this is primarily a summary of published work, I am happy to share that section of the manual which summarizes the reliability and validity information, if people will email me directly, at dalep at health.missouri.edu. There is other research using the CDIs with developmental disorders that does not provide reliability or validity information, but the references in this section should provide a good starting point. Philip Dale -----Original Message----- From: info-childes at mail.talkbank.org on behalf of Sonia Mariscal Sent: Tue 10/4/2005 06:34 To: childes Subject: MacArthur Inventories Dear INFO-Childes members: I am looking for references reporting results of MacArthur Communicative Developmental Inventories with children older than 30 months-old, and also with children with different types of developmental disorders. I will compile the list of references and share it with the mailing list. Thanks in advance! Dra. Sonia Mariscal Dpto. Psicolog?a Evolutiva y de la Educaci?n Facultad de Psicolog?a Universidad Nacional de Educaci?n a Distancia From c.donlan at ucl.ac.uk Wed Oct 5 16:59:11 2005 From: c.donlan at ucl.ac.uk (Chris Donlan) Date: Wed, 5 Oct 2005 17:59:11 +0100 Subject: London Workshop Nov 7th Message-ID: Dear Colleagues I'm pleased to announce a workshop on Language, Reasoning and Development, to be held at University College London on Monday 7th November. For full details and on-line registration please go to http://www.chc.ucl.ac.uk/ I hope to see you there Chris Donlan Department of Human Communication Science University College London From peytontodd at mindspring.com Wed Oct 5 21:10:59 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Wed, 5 Oct 2005 17:10:59 -0400 Subject: Vocabulary Norms Message-ID: Hello all. Does anyone know where I can find data on the total vocabulary of children 3 and 4 years old, preferably broken down as to nouns, verbs, adjectives, etc.? And while I'm wishing: with both averages and standard deviations? Or if that is not known, at least the ratio of different form classes (types, not tokens) appearing in preferably a large number of diverse samples of speech of children of those ages? Thanks in advance, Peyton Todd From lcollins at alcor.concordia.ca Wed Oct 5 23:08:56 2005 From: lcollins at alcor.concordia.ca (laura collins) Date: Wed, 5 Oct 2005 19:08:56 -0400 Subject: Tenure-track position in Applied Linguistics Message-ID: The Department of Education's TESL Centre at Concordia University invites applications for a tenure-track position in Applied Linguistics. The candidate should have a strong research profile in classroom-based second-language acquisition. Preference will be given to candidates also having research experience in laboratory settings. The candidate should have experience in graduate and undergraduate teaching in at least two of the following areas: language acquisition, research methods, language testing and evaluation, grammar for teachers, and teacher supervision. The Department is seeking a colleague who can teach successfully in both undergraduate and graduate programs and can contribute to the academic administration of the programs. The successful candidate will join a dynamic team of active researchers and will have the opportunity to make use of Concordia's SAGE Lab, a state-of-the-art language-learning research facility. Applicants must also have a completed Ph.D., an excellent command of English, and a record of publications and conference presentations. A high level of proficiency in French is required; a functional knowledge of another language is an important asset. Subject to budgetary approval, we anticipate filling this position, normally at the rank Assistant Professor, for July 1, 2006. Applications should consist of a letter of intent, a curriculum vitae, a list of publications, a statement of teaching and research interests, and three letters of reference. Review of applications will begin on November 1, 2005 and continue until the position is filled. Concordia University is committed to employment equity and encourages applications from women, aboriginal peoples, visible minorities, and disabled persons. Contact Ellen Jacobs, Chair Department of Education Concordia University 1455 de Maisonneuve W. Montreal, Quebec H3G 1M8 Canada Phone (514) 848-2424 x 2016 Email Jacobs at education.concordia.ca Website http://doe.concordia.ca -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Thu Oct 6 18:38:26 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 6 Oct 2005 14:38:26 -0400 Subject: University of Alberta - Assistant Professor Message-ID: The Department of Linguistics in the Faculty of Arts at the University of Alberta invites applications for a tenure track position as Assistant Professor. To fill this position, we are looking for a candidate in Phonology. We are particularly interested in candidates with expertise in one (preferably more) of following areas: laboratory phonology, phonetically grounded phonology, optimality theory, and typology. Qualified candidates should hold a PhD and demonstrate outstanding potential for a research career. Responsibilities will include teaching in both undergraduate and graduate programs, and maintaining an active research program. The Department of Linguistics has a strong commitment to empirical and experimental approaches to linguistic research. Nine full-time, continuing faculty members are currently pursuing research projects in experimental phonetics, phonology, syntax and semantics of Amerindian languages, bilingual language acquisition and language impairment, cognitive linguistics, corpus linguistics, and the mental lexicon. More information about the Department can be found at www.uofaweb.ualberta.ca/linguistics/. Established in 1908 as a board-governed, public institution, the University of Alberta has earned the reputation of being one of the best universities in Canada based on our strengths in teaching, research, and services. The University of Alberta serves over 35,000 students in more than 200 undergraduate programs and 170 graduate programs (www.ualberta.ca/). The Faculty of Arts is the oldest and most diverse faculty on campus, and one of the largest research and teaching centres in western Canada (www.arts.ualberta.ca). The University's main campus is located in Edmonton, the vibrant, cosmopolitan capital of the province of Alberta. The Edmonton metropolitan area is the sixth largest in the country with a population of approximately one million (www.edmonton.ca). Edmonton is located only a few hours drive from Banff and Jasper National Parks, which offer skiing in winter and excellent hiking and sightseeing in summer. Salary is commensurate with qualifications and experience. Applicants should send curriculum vitae, a letter describing their areas of research interest, samples of publications, and, if available, a teaching dossier and evaluations of teaching performance to: Dr John Newman, Chair, Department of Linguistics, University of Alberta, Edmonton, AB, T6G 2E7, Canada (phone: 780-492-5500; fax: 780-492-0806; Email: john.newman at ualberta.ca). Applicants must also arrange for three letters of reference to be sent to the Chair. Closing Date: November 30 2005. Applications received after that may be considered if the position is not filled. The effective date of employment will be July 1, 2006. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. If suitable Canadian citizens or permanent residents cannot be found, other individuals will be considered. The University of Alberta hires on the basis of merit. We are committed to the principle of equity in employment. We welcome diversity and encourage applications from all qualified women and men, including persons with disabilities, members of visible minorities, and Aboriginal persons. ************************* Debra Elliot, MSc Department Administrator Department of Linguistics 4-32 Assiniboia Hall University of Alberta Edmonton, CANADA T6G 2E7 Ph: (780) 492 3459 Fax: (780) 492 0806 debra.elliot at ualberta.ca http://www.uofaweb.ualberta.ca/linguistics/ From pm at sfsu.edu Thu Oct 6 23:25:41 2005 From: pm at sfsu.edu (Philip Prinz) Date: Thu, 6 Oct 2005 16:25:41 -0700 Subject: Tenure Track Faculty Position: Deaf Education: San Francisco State University Message-ID: ASSISTANT PROFESSOR TENURE-TRACK FACULTY POSITION Special Education ? Deaf and Hard of Hearing Program San Francisco State University The Department of Special Education at San Francisco State University is searching for an Assistant Professor in the Deaf and Hard of Hearing Program for fall semester 2006. This individual should hold a doctorate in Special Education or a related field. University teaching and research experience is desirable--including preparation of grants. Responsibilities include teaching graduate level courses in the Deaf and Hard of Hearing Program and supervision of credential, master?s and doctoral level students. Candidates need to be familiar with various service models, and current issues in the field. In addition, specific skills and knowledge of multicultural aspects of education is desired. We are especially interested in locating individuals with expertise to build a new graduate emphasis in bilingual education for Deaf students. The application closing date is December 15, 2005, and the position is open until filled. Interested applicants should send a letter of application, personal resume, and three letters of recommendation to: Chair, Search Committee, Deaf and Hard of Hearing Program, Department of Special Education, San Francisco State University, 1600 Holloway Ave., San Francisco, CA 94132. Candidates from underrepresented ethnic groups, Deaf individuals, and persons with disabilities with appropriate qualifications are especially encouraged to apply. SFSU is an Affirmative Action/Equal Opportunity Employer. For additional information, please contact Dr. Philip Prinz, Chair, Deaf Education Faculty Search Committee-- E- mail: pm at sfsu.edu Please post this announcement and circulate it widely. Thank you. Dr. Philip Prinz Professor Department of Special Education San Francisco State University -------------- next part -------------- An HTML attachment was scrubbed... URL: From Jordan.Zlatev at ling.lu.se Fri Oct 7 01:16:18 2005 From: Jordan.Zlatev at ling.lu.se (Jordan Zlatev) Date: Fri, 7 Oct 2005 03:16:18 +0200 Subject: First CFP: Language, Culture, Mind - Paris 2006 Message-ID: LANGUAGE CULTURE AND MIND CONFERENCE (LCM 2) PARIS 17-20 JULY 2006 INTEGRATING PERSPECTIVES AND METHODOLOGIES IN THE STUDY OF LANGUAGE The second 'Language Culture and Mind' Conference (LCM 2) will be held in Paris in July 2006, following the successful first LCM conference in Portsmouth in 2004. The goals of LCM conferences are to contribute to situating the study of language in a contemporary interdisciplinary dialogue, and to promote a better integration of cognitive and cultural perspectives in empirical and theoretical studies of language. Human natural languages are biologically based, cognitively motivated, affectively rich, socially shared, grammatically organized symbolic systems. They provide the principal semiotic means for the complexity and diversity of human cultural life. As has long been recognized, no single discipline or methodology is sufficient to capture all the dimensions of this complex and multifaceted phenomenon, which lies at the heart of what it is to be human. In the recent past, perception and cognition have been the basis of general unifying models of language and language activity. However, a genuine integrative perspective should also involve such essential modalities of human action as: empathy, mimesis, intersubjectivity, normativity, agentivity and narrativity. Significant theoretical, methodological and empirical advancements in the relevant disciplines now provide a realistic basis for such a broadened perspective. This conference will articulate and discuss approaches to human natural language and to diverse genres of language activity which aim to integrate its cultural, social, cognitive and bodily foundations. We call for contributions from scholars and scientists in anthropology, biology, linguistics, philosophy, psychology, semiotics, semantics, discourse analysis, cognitive and neuroscience, who wish both to impart their insights and findings, and learn from other disciplines. Preference will be given to submissions which emphasize interdisciplinarity, the interaction between culture, mind and language, and/or multi-methodological approaches in language sciences. *Topics *include but are not limited to the relation between language and: - biological and cultural co-evolution - comparative study of communication systems, whether animal or artificial - cognitive and cultural schematization - emergence in ontogeny and phylogeny - multi-modal communication - normativity - thought, emotion and consciousness - perception and categorization - empathy and intersubjectivity - imitation and mimesis - symbolic activity - discourse genres in language evolution and ontogeny - sign, text and literacy ORGANIZING COMMITTEE Caroline David (Universit? de Montpellier) Jean-Louis Dessalles (?cole Nationale Sup?rieure des T?l?communications, Paris) Jean Lass?gue (CNRS, Paris) Victor Rosenthal (Inserm-EHESS, Paris) Chris Sinha (University of Portsmouth) Yves-Marie Visetti (CNRS, Paris) Joerg Zinken (University of Portsmouth) Jordan Zlatev (Lund University) Further information about LCM 2 will be presented at http://www.lcm2006.net SUBMISSIONS Submissions are solicited for oral presentations and poster sessions. Oral presentations should last 20 minutes (plus 10 minutes discussion). All submissions should follow the abstract guidelines below. Submissions should be in English. Abstracts should not exceed 1200 words (about two A4 pages), single-spaced, font size 12 pt or larger, with 2.5 cm margins on all sides. Any diagrams and references must fit on this two page submission. Head material (at the top of the first page): - Title of the paper, - Author name(s), - Author affiliation(s) in brief (1 line), - Email address of principal author - Type of submission (oral presentation, poster) Abstracts should be emailed to submission at lcm2006.net as an ATTACHMENT (i.e. not included in the message) preferably as a MS Word document, but in PDF or postscript format if it is necessary to include a diagram or figure. Please do not send abstracts before December 1st 2005. Abstracts should be submitted by January 8, 2006. Notification of acceptance by March 30, 2006. All abstracts will be reviewed by members of the International Scientific Committee. From peytontodd at mindspring.com Fri Oct 7 18:01:05 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Fri, 7 Oct 2005 11:01:05 -0700 Subject: Vocabulary Norms - Continued Message-ID: Brian Richards has pointed out to me that even type/type ratios will be a function of sample size. I should have thought of that: we use the same verbs over and over again for an ever-shifting array of nouns in each different context we encounter. Nonetheless, even for type/token ratios, which are more obviously a function of sample size, that function must have a shape. With all the studies of type/token ratios, has anyone tracked that function so that, hopefully, one could extrapolate across different size samples? Or is it too much a question of what is being talked about, etc.? My interest stems from the fact that, impressionistically, I believe my subject's vocabulary was rather low compared to that of other children, and may have been more heavily weighted toward nouns than verbs. (Yes, I do know about the 'noun bias' in toddlers; my subject is older.) I can of course scale down CHILDES samples, or combine several, as needed, to have samples of similar size to my own, but I'm still hoping to avoid that extra work. For a valid comparison, I'd have to do it for lots and lots of samples. Peyton Todd From macw at mac.com Mon Oct 10 17:14:14 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 10 Oct 2005 13:14:14 -0400 Subject: ask for help in connecting a vidio to a transcription In-Reply-To: <20051010061328.15764.qmail@web15906.mail.cnb.yahoo.com> Message-ID: Dear Jane, There was a version of CLAN from a little over a month ago in which the F5 key function was messed up. It was on the web for about four days and you may have been unlucky enough to have downloaded CLAN just then. Please get a new version and try it. Also, let's discuss this outside of the info-childes mailing list at least until we resolve it. Sorry about the hassle. --Brian MacWhinney On Oct 10, 2005, at 2:13 AM, ? ? wrote: > Dear colleagues: > I am learning using CLAN and trying to connecting a vidio to > a transcription using transcript mode according to the steps > introduced in CLAN Manual. Every time when i click "transcript > mode", locate to the vidio i want to open, then" erro openning > movie files" appears. > I cannot open the vidio in clan! > I use the vidio and transcription downloaded from TALKBANK. > I can open the transcription by clan, and play the vidio by > quicktime, but cannot connect them together. I don't know what the > problem is. May any one help me? > > Jane > > > ????G???No.1?????????? > ?????D????????? -------------- next part -------------- An HTML attachment was scrubbed... URL: From wulfeck at crl.ucsd.edu Mon Oct 10 21:24:38 2005 From: wulfeck at crl.ucsd.edu (Beverly Wulfeck) Date: Mon, 10 Oct 2005 14:24:38 -0700 Subject: Doctoral program announcement and new training grant Message-ID: DOCTORAL PROGRAM ANNOUNCEMENT SAN DIEGO STATE UNIVERSITY AND UNIVERSITY OF CALIFORNIA, SAN DIEGO JOINT DOCTORAL PROGRAM (JDP) LANGUAGE AND COMMUNICATIVE DISORDERS Program Directors: Jeff Elman & David Swinney (UCSD), Beverly Wulfeck (SDSU) APPLICATION DEADLINE for FALL, 2006: JANUARY 20, 2006 To obtain admission information and to download our application for Fall 2006 visit our website at: http://chhs.sdsu.edu/SLHS/phdmain.php The JDP in Language and Communicative Disorders is designed to educate a new generation of scientists who are interested in applying research skills to the disorders. This interdisciplinary program provides training in typical (spoken and signed) and atypical language, and in the neural bases of language learning, use and loss. GOALS: 1. To provide doctoral training in the study of language and communicative behavior with an interdisciplinary focus that integrates state-of-the-art knowledge from the fields of communicative disorders, cognitive sciences, neurosciences, psychology and linguistics represented by the expertise of core faculty from SDSU and UCSD. 2. To prepare professionals, educated in the interface between behavioral and cognitive neuroscience methodologies, who will provide critical leadership in research and health services. 3. To prepare Ph.D. level scientists in the field of language and communicative disorders to serve as faculty in university programs and scientists in a variety of settings to carry out much-needed research on the processes of language development, disorders, assessment and intervention. 4. To prepare researchers to carry out much-needed research in communicative behavior and disorders in bilingualism and multiculturalism. ASHA CLINICAL CERTIFICATION Although this is a research Ph.D. program, doctoral students wishing to obtain academic preparation for the Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-Language-Hearing Association may do so concurrently with their doctoral studies. We also have a means for students wishing to complete their CFY while enrolled in our program. NEW TRAINING GRANT ?Neurocognitive Approaches to Communication Disorders?, a newly funded training grant (NIDCD) will provide up to two years of funding for students who have the appropriate interests and qualifications. Contact Dr. Donna Thal (dthal at mail.sdsu.edu) for more information regarding the training grant. ASHA CONVENTION Doctoral faculty will be attending ASHA in San Diego in November. Interested students planning on attending are invited to contact us and meet us at the Graduate Fair. SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders San Diego State University 5500 Campanile Drive San Diego, California 92182-1518 Telephone: (619) 594-6775 phdlancd at mail.sdsu.edu From grtimler at buffalo.edu Tue Oct 11 14:28:19 2005 From: grtimler at buffalo.edu (grtimler at buffalo.edu) Date: Tue, 11 Oct 2005 10:28:19 -0400 Subject: Assistant/Associate Professor-University at Buffalo Message-ID: Please pass this announcement to interested colleagues: University at Buffalo. Child Language Disorders / Complex Communication Needs: New 10-month, tenure track Assistant/Associate Professor position to complement existing faculty expertise. We seek an individual with a PhD and CCC (preferred) in the areas of child language disorders, individuals with complex communication needs and/or language intervention research. The candidate will be expected to teach undergraduate and graduate coursework, develop an independent research program, and seek extramural support for the program. Skills needed include teaching, independent research, and direction of research projects. Send letter of application, vitae, and three references to Jeff Higginbotham, PhD, Communication Disorders and Sciences, University at Buffalo, 122 Cary Hall, Buffalo, NY, 14214 (email: cdsjeff at buffalo.edu) by December 1, 2005, or until filled. The University at Buffalo is an Equal Opportunity Employer/Recruiter. Geralyn R. Timler Assistant Professor University at Buffalo Dept. of Communicative Disorders & Sciences 3435 Main Street; 122 Cary Hall Buffalo, NY 14214-3005 Office phone: 716-829-2797 ext. 602 Child Language Lab: 716-829-2797 ext. 616 Department FAX: 716-829-3979 From macw at mac.com Thu Oct 13 02:51:00 2005 From: macw at mac.com (Brian MacWhinney) Date: Wed, 12 Oct 2005 22:51:00 -0400 Subject: position at UBC Message-ID: DIRECTOR, SCHOOL OF AUDIOLOGY AND SPEECH SCIENCES The University of British Columbia, Vancouver, Canada The Faculty of Medicine of the University of British Columbia invites applications for the position of Director of the School of Audiology and Speech Sciences at the Professor or Associate Professor rank to assume duties July 1, 2006. This is a full-time tenured position which is subject to final budgetary approval. Salary is commensurate with qualifications and experience. The individual selected should have a PhD and a strong background in Speech, Language and/or Hearing Science, or in Linguistics or Psychology focussing on speech, language, or hearing science. Preference will be given to applicants in areas related to speech and/or language studies. He or she should also be familiar with the nature of practice in speech-language pathology and/or audiology, and have a proven publications record, demonstrated ability to obtain grant support, teaching and administrative experience and an academic reputation commensurate with a leadership role in the School. The individual selected will be expected to have a clear commitment to a framework for education and research that emphasizes the relationships among disciplines and between research and clinical practice. Located in Vancouver, a vibrant multicultural city renowned for its natural beauty, The University of British Columbia is among the best and largest of Canada's universities. The School (www.audiospeech.ubc.ca) is expanding, with new faculty on board, new lab spaces in place, and further space expansions planned. The School offers an intensive two-to-three-year program of graduate coursework (Audiology and Speech-Language Pathology), research, and supervised community-based clinical practice leading to the M.Sc. degree. It also offers Ph.D. and postdoctoral education. School faculty have strong interdisciplinary links with other departments at the University. Letters of application accompanied by a curriculum vitae, three recent publications and the names of three referees should be submitted by December 15, 2005, and directed to: Dr. Gavin C.E. Stuart, MD, FRCPC Dean, Faculty of Medicine Room 317, Instructional Resources Centre University of British Columbia 2194 Health Sciences Mall Vancouver, B.C. Canada V6T 1Z3 UBC hires on the basis of merit and is committed to employment equity. We encourage all qualified applicants to apply; however, Canadians and permanent residents will be given priority. -- ************************************************************************ ** David R. Stapells Professor & Director, School of Audiology & Speech Sciences University of British Columbia 5804 Fairview Ave, Suite 205 Vancouver, B.C. V6T 1Z3 CANADA Office: (604) 822-5795; FAX: (604) 822-6569 Lab: (604) 822-7424 Email: director at audiospeech.ubc.ca LAB Website: http://www.audiospeech.ubc.ca ************************************************************************ *** -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Sun Oct 16 19:26:29 2005 From: macw at mac.com (Brian MacWhinney) Date: Sun, 16 Oct 2005 15:26:29 -0400 Subject: Peters-Wilson data available in linked form Message-ID: Dear Colleagues, I am happy to announce that a large chunk of the Seth corpus from Ann Peters and Bob Wilson is now available over the web in audio-linked form. The current transcripts go from 20 months to 25 months. The child's productions are phonetically transcribed and each utterance is linked to the audio. You can play back from these transcripts over the web using the WebData facility in CLAN. Many thanks to Ann for her work in getting these ready for web access. We are hoping that additional segments of the corpus will be available later on. --Brian MacWhinney From k.j.alcock at lancaster.ac.uk Mon Oct 17 09:19:32 2005 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Mon, 17 Oct 2005 10:19:32 +0100 Subject: Dummy/pacifier use and speech development Message-ID: There has been a new recommendation out recently that infants be offered pacifiers to put them to sleep, which is supposed to help prevent SIDS. About the first thing mothers in the UK say to me when they hear I study oral motor skills and speech is "oh, we never use a dummy" or "my sister gave hers a dummy, it's very bad for their speech, isn't it?" I expect this to re-emerge with this new advice, and I've even heard from speech therapists that they are supposed to be linked to lisps. I have heard this much less frequently from US parents than UK parents - I think using a dummy is much more stigmatised over here, and this makes me suspicious of un-referenced advice even from health professionals. And I have been able to find absolutely no evidence one way or the other - Medline and Psycinfo searches bring up nothing (some work on dental problems - which don't seem to be linked). Does anyone know of any studies? thanks Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF -------------- next part -------------- An HTML attachment was scrubbed... URL: From cbowen at ihug.com.au Mon Oct 17 10:24:02 2005 From: cbowen at ihug.com.au (Caroline Bowen) Date: Mon, 17 Oct 2005 20:24:02 +1000 Subject: Dummy/pacifier use and speech development In-Reply-To: AAAAADAWbtIKoCFPg/pHkNR140UERSkA Message-ID: See: Baker, E. (2002). The pros and cons of dummies. ACQuiring Knowledge in Speech, Language and Hearing, Speech Pathology Australia 4(3), 134-136. . for a review. Caroline Caroline Bowen PhD Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia e: cbowen at ihug.com.au i: http://www.slpsite.com t: 61 2 4757 1136 _____ From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Alcock, Katherine Sent: Monday, 17 October 2005 7:20 PM To: info-childes at mail.talkbank.org; dev-europe at lboro.ac.uk Subject: Dummy/pacifier use and speech development There has been a new recommendation out recently that infants be offered pacifiers to put them to sleep, which is supposed to help prevent SIDS. About the first thing mothers in the UK say to me when they hear I study oral motor skills and speech is "oh, we never use a dummy" or "my sister gave hers a dummy, it's very bad for their speech, isn't it?" I expect this to re-emerge with this new advice, and I've even heard from speech therapists that they are supposed to be linked to lisps. I have heard this much less frequently from US parents than UK parents - I think using a dummy is much more stigmatised over here, and this makes me suspicious of un-referenced advice even from health professionals. And I have been able to find absolutely no evidence one way or the other - Medline and Psycinfo searches bring up nothing (some work on dental problems - which don't seem to be linked). Does anyone know of any studies? thanks Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF -------------- next part -------------- An HTML attachment was scrubbed... URL: From cbowen at ihug.com.au Mon Oct 17 10:28:52 2005 From: cbowen at ihug.com.au (Caroline Bowen) Date: Mon, 17 Oct 2005 20:28:52 +1000 Subject: Dummy/pacifier use and speech development In-Reply-To: AAAAADAWbtIKoCFPg/pHkNR140UERSkA Message-ID: Baker, E. (2002). The pros and cons of dummies: What a speech pathologist should know. ACQuiring Knowledge in Speech, Language and Hearing, 4(3), 134-136. Key points raised in the review were as follows. THE PROS OF USING A DUMMY / PACIFIER / COMFORTER 1. They (dummies) MAY help settle agitated, fretting babies (evidence is equivocal) 2. They are thought to facilitate sucking in premature infants (conflicting evidence) 3. They are thought to help infants with GORD (research failed to support this) 4. There is thought to be something "protective" about dummy sucking in terms of preventing SIDS in babies 1 to 12 months (evidence is inconclusive) THE CONS OF USING A DUMMY / PACIFIER / COMFORTER 1. Increased risk of GI infections. 2. Increased risk of Otitis Media (with all that that implies) in babies who use a dummy >5 hours a day. (interesting studies cited research surrounding the importance of this) 3. Increased incidence of dental caries and malocclusion. 4. Association with nipple confusion. 5. "Other" - latex allergy, choking (these are rare). SPEECH DEVELOPMENT AND DUMMY / PACIFIER / COMFORTER USE The speech-language pathologist can surmise that: 1. Certain sounds are difficult to produce with something in your mouth. 2. Dummy sucking reduces vocal play. 3. Dummy sucking reduces imitation of facial expressions and mouth movements (interesting studies cited research surrounding the importance of this) There is very little research into a possible DIRECT relationship between dummy sucking and language delay. There is a positive relationship between dummy sucking, dental malocclusion and speech disorder. There is a positive relationship between dummy sucking, otitis media and speech disorder. It is important for SLPs to be well-informed in order to advise caregivers accurately. ================ RELATED ARTICLES ================ Pacifier pros and cons: is it good or bad to give your baby a binkie? (Healthy Baby) http://www.findarticles.com/cf_dls/m0KFZ/2_9/98576972/p1/article.jhtml "Your baby is crying. She looks very unhappy: She has her mouth open, her eyes squeezed shut, her fists clenched. You've tried everything you can think of to calm her down--breastfeeding, walking her in the stroller, gently rocking her and singing to her. In your palm you hold what you hope will be the answer--a pacifier. But before you pop that binkie in her mouth, consider the many ways using it could affect your baby's health. THE PROS A way to soothe > The amount of time an infant spends crying increases from birth until about 6 weeks, when a baby cries for an average of three hours a day. "That's a lot of crying stress," says Cynthia R. Howard, M.D., M.P.H., associate professor of pediatrics at the University of Rochester School of Medicine and Dentistry in New York. Sucking undoubtedly helps calm a baby, she adds, which is why pacifiers are so popular. According to a 1999 study by Howard published in Pediatrics, approximately 75 percent of babies are given pacifiers to suck. Health benefits > The only proven medical benefits linked to pacifiers have been seen in preterm babies. Preemies who suck on binkies gain weight faster, according to a 1992 study published in the Swedish journal Acta Pediatrica. Other research has found that preemies who use pacifiers shortly after birth show earlier sucking patterns and experience fewer health complications. "Sucking promotes oral-muscle function and muscle development," says Nina L. Shapiro, M.D., assistant professor of pediatric otolaryngology at the University of California, Los Angeles, School of Medicine. Reduced risk of SIDS> Pacifiers are associated with a reduced risk of sudden infant death syndrome (SIDS), according to four recent studies. But since a cause-and-effect relationship has not been proven, researchers aren't sure how, or even if, pacifiers prevent SIDS. In the meantime, the SIDS Alliance refrains from recommending their use. THE CONS Ear infections > Pacifiers were found to he responsible for 25 percent of ear infections in children under 3 attending day care, according to a study published in Pediatrics in 1995. Restricting pacifier use to just before a child fell asleep, though, returned the risk to almost normal, a follow-up study in 2000 (also in Pediatrics) found. Why the link? Pacifier sucking promotes fluid collection in the ears, which can lead to ear infections, Shapiro says. Early weaning from the breast > Offering a pacifier to a full-term baby may keep her from what she really needs--food. Indeed, several studies have linked pacifier use with early cessation of breastfeeding. However, a study reported in the Journal vi the American Medical Association found that pacifiers probably were not to blame for early weaning. The researchers concluded that their use is a sign of breastfeeding difficulties or reduced motivation to breastfeed. While the pacifier-breastfeeding connection remains a question, if you do give a binkie, it's best to wait. "If you want to offer a pacifier, wait until four to six weeks, when your milk supply is established," Howard says. Dental, problems> Children who suck anything--thumb, finger or pacifier-- past age 2 have a higher risk of developing protruding front teeth and/or a crossbite in baby teeth, according to a study published last year in the Journal v/the American Dental Association. In some cases, these problems persist when permanent teeth come in. So where does that leave you and your screaming baby? Prudent use of a pacifier--occasionally and briefly, after breastfeeding is established and before your child is 2--probably won't cause any harm. So if your baby is soothed by using a pacifier for short intervals, give it to her guilt-free. Or you could try another round of feeding, rocking or singing. Either way, your baby eventually will settle down. RELATED ARTICLE: * Do's and don'ts If you do decide to offer your baby a pacifier, here are some caveats to remember: * Never give your baby a pacifier to delay a meal. * Offer a binkie; don't force it. * Boil the pacifier or run it through the dishwasher frequently for the first six months; after six months, wash the pacifier regularly with hot, soapy water. * Never tie a pacifier around your baby's neck or hand, or to your child's crib or bassinet. Elizabeth Rusch, mother of 1-year-old Cobi, is the author of Generation Fix: Young Ideas for a Better World [Beyond Words, 2002]." COPYRIGHT 2002 Weider Publications COPYRIGHT 2003 Gale Group =========================================== Do Pacifiers Discourage Breastfeeding? http://www.findarticles.com/cf_dls/m0867/1999_April/54450681/p1/article.jhtm l The majority of babies in the U.S., whether they are breastfed or not, are given pacifiers. Some scientists have worried that if a baby gets used to an artificial nipple such as a pacifier, she might have difficulty suckling at the breast (something called "nipple confusion"). Indeed, a number of studies have reported that infants who use pacifiers are less likely to be breastfed as long as infants who don't. However, there is a lot of debate over whether the pacifier actually causes the problem. In a study of 265 breastfeeding infants from Rochester, NY, researchers interviewed the mothers at delivery and at regular intervals until breastfeeding ended. Two-thirds of mothers introduced a pacifier before their baby was 6 weeks old, and as was found in other studies, infants who used pacifiers didn't breastfeed for as many months as those who didn't use a pacifier. However, the authors of this study paid careful attention to which came first--the pacifier or problems with breastfeeding--and they found that when women gave their babies pacifiers, they already tended to breastfeed fewer times per day and they were also more likely to report that breastfeeding was inconvenient and that they had insufficient milk supplies. These researchers conclude that it may be incorrect to blame pacifiers for decreases in breastfeeding. Rather, they think that mothers who are having problems breastfeeding are the most likely to give their infants pacifiers, and because of their problems breastfeeding, these same mothers are more likely than others to stop breastfeeding early. (Howard CR et al: Pediatrics Mar 1999; e33 [electronic edition] COMMENT: Many studies have found that pacifier use is to early stopping of breast feeding, and most people feel that pacifiers must be the cause of this problem. On that basis, some parents have been warned not to give their infant a pacifier, for fear that it will interfere with successful breastfeeding (however, that doesn't stop babies from sucking on their fingers, thumbs, or toes!) This carefully done study makes an important point about whether pacifiers are the cause or the effect of this problem, and we agree with the authors that pacifiers don't seem to be the cause. Rather, moms who are having various difficulties in breastfeeding are more likely to give their infants pacifiers because the infants cry more as a result of breastfeeding not going well. Of course, when breastfeeding isn't going well, there's an increased chance that mothers will stop early. What this means, we think, is that parents should focus more attention on how to breastfeed successfully and worry less about whether the baby uses a pacifier." COPYRIGHT 1999 Child Health Alert, Inc. COPYRIGHT 2001 Gale Group ======================================== Pacifier Use And Ear Infections http://www.findarticles.com/cf_dls/m0867/2000_Oct/66304090/p1/article.jhtml "It's known that pacifiers can affect the way a child's teeth come in, but with that exception, they are generally considered harmless, and 75-85% of children in western countries make a habit of using one. In the last few years, some studies have raised the question of whether pacifier use might be related to an increase in ear infections (otitis media), and researchers from Finland have now tried to learn more about the relationship between pacifier use and ear infections. They enrolled 484 infants from 14 well-baby clinics; on average, the children were 8 months old. The children under 18 months of age were divided into two groups; in one group, parents were advised that pacifier use was OK up until age 6 months, but between 6 and 10 months they were told to limit use to the time just before their baby was falling asleep, and then to stop all use after the infant was 10 months old. Parents in the other group were given no advice about pacifier use. Parents kept daily symptom sheets for a period of three to six months, and took their children to the doctor whenever they felt it was necessary. Overall, the authors found that about three-quarters of the infants in both groups used a pacifier before the study began, and by the end of the study, pacifier use had dropped to about two-thirds in both groups. Even though the intervention didn't reduce the total number of children using pacifiers, it did appear to reduce the amount of time infants spent using a pacifier--among the 7-18 month olds, the intervention seemed to reduce heavy pacifier use by 21%. Along with that reduction in pacifier use was a 29% reduction in the number of ear infections. The authors conclude that "pacifier use appeared to be a preventable risk factor for acute otitis media in children." (Niemela M et al: Pediatrics, September, 2000, pp. 483-488) COMMENT: Pacifier use and ear infections are both common parts of an infant's life, but there's been surprisingly few studies focused on whether pacifier use actually increases the risk of ear infections. The current study offers some additional evidence that frequent use of pacifiers might be related to a child's risk of having ear infections, but it doesn't prove that pacifiers actually cause ear infections. Until we know for sure, it's hard to suggest that parents be advised to "pull the plug". On the other hand, parents who choose to limit pacifier use in an effort to limit their child's risk of ear infections are probably not going to do their child much harm." COPYRIGHT 2000 Child Health Alert, Inc. COPYRIGHT 2001 Gale Group =========================== Counseling Parents About Pacifier Use in Infants http://www.findarticles.com/cf_dls/m3225/5_63/71267999/p1/article.jhtml "Pacifier use is associated with an increased risk of acute otitis media, oral candidiasis and dental caries. Niemela and associates conducted a randomized, controlled trial in 14 well-baby clinics in Finland to determine if counseling parents about pacifier use was associated with a decrease in episodes of acute otitis media in infants. Nurses who staffed the well-baby clinics were instructed about the harmful effects of pacifier use and asked to share this information with the parents of children 18 months or younger (see the accompanying table on page 948). Parents were also given a leaflet summarizing this information. The counseling sessions occurred at each well-baby visit. Parents of children in the control group (whose nurses received information about the epidemiology of infectious diseases) did not receive counseling about pacifier use. All parents were asked to complete a daily symptom sheet to record symptoms consistent with acute otitis media. The children enrolled in the trial were followed for three to six months, depending on the date of recruitment. Information about previous episodes of acute otitis media, type of day care and signs and symptoms of allergies was also collected. Based on previous studies of the prevalence of pacifier use, the authors surmised that one half of the children in the intervention (counseling) group would develop acute otitis media; they hypothesized that the counseling would decrease this occurrence by one quarter. The use of pacifiers was classified as follows: none, only when falling asleep or continuously. There were 272 children in the counseling group and 212 in the control group. The mean age of the children was eight months. About one third of the children had a history of acute otitis media. Pacifier use occurred in 79.0 percent of the intervention group and in 74.7 percent of the control group. At the end of the study, pacifiers were still being used by 68.0 percent of children in the intervention group and 66.5 percent of children in the control group. However, children in the intervention group were significantly less likely to be using the pacifier continuously than were those in the control group (35 percent versus 48 percent). Among children seven to 18 months of age, this represented a 21 percent decrease in the continuous use of a pacifier. The incidence of acute otitis media was reduced by 29 percent in the group that received counseling. Continuous use of the pacifier was associated with a 33 percent higher rate of acute otitis media. Most of the parents seemed to appreciate the counseling about pacifier use, although 11 percent felt anxiety because they had not known of the adverse effects of pacifier use, 9 percent felt guilty and 7 percent were angry about the counseling. The authors conclude that offering supportive and encouraging recommendations about the use of pacifiers can reduce the occurrence of acute otitis media. Pacifier use is one of the easily modifiable risk factors for acute otitis media (as opposed to anatomic considerations or mode of day care), and anticipatory guidance of parents about pacifier use should occur." GRACE BROOKE HUFFMAN, M.D. Niemela M, et al. Pacifier as a risk factor for acute otitis media: a randomized, controlled trial of parental counseling. Pediatrics September 2000;106:483-8. COPYRIGHT 2001 American Academy of Family Physicians COPYRIGHT 2001 Gale Group ================================= Caroline Bowen PhD Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia e: cbowen at ihug.com.au i: http://www.slpsite.com t: 61 2 4757 1136 _____ From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Alcock, Katherine Sent: Monday, 17 October 2005 7:20 PM To: info-childes at mail.talkbank.org; dev-europe at lboro.ac.uk Subject: Dummy/pacifier use and speech development There has been a new recommendation out recently that infants be offered pacifiers to put them to sleep, which is supposed to help prevent SIDS. About the first thing mothers in the UK say to me when they hear I study oral motor skills and speech is "oh, we never use a dummy" or "my sister gave hers a dummy, it's very bad for their speech, isn't it?" I expect this to re-emerge with this new advice, and I've even heard from speech therapists that they are supposed to be linked to lisps. I have heard this much less frequently from US parents than UK parents - I think using a dummy is much more stigmatised over here, and this makes me suspicious of un-referenced advice even from health professionals. And I have been able to find absolutely no evidence one way or the other - Medline and Psycinfo searches bring up nothing (some work on dental problems - which don't seem to be linked). Does anyone know of any studies? thanks Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF -------------- next part -------------- An HTML attachment was scrubbed... URL: From kmandriacchi at facstaff.wisc.edu Mon Oct 17 16:33:35 2005 From: kmandriacchi at facstaff.wisc.edu (KAREN M ANDRIACCHI) Date: Mon, 17 Oct 2005 11:33:35 -0500 Subject: Syposium on Research in Child Language Disorders Message-ID: An HTML attachment was scrubbed... URL: From macw at mac.com Mon Oct 17 19:59:28 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 17 Oct 2005 15:59:28 -0400 Subject: Trinity College Second Language Studies Message-ID: Dear Info-CHILDES, I would like to announce the addition to TalkBank of a new corpus of transcripts from school-aged children learning French as a second language in France. The project, designed and implemented by Se?n Devitt, School of Education, Trinity College, Dublin, set out to track the development of the means of expressing temporality by children learning French as a second language in France. The subjects were five children, aged between eight and twelve, of three different nationalities Irish, Polish and Cambodian who were in primary school in Paris in the early part of 1982. The data were gathered over a five-month period from March 31 to September 6 1982. This corpus is included in the TalkBank SLA corpora at http:// talkbank.org/data in the SLA directory. However, because these are still children, the data are also relevant to the study of child language acquisition. Many thanks to Se?n for contributing this corpus. --Brian MacWhinney, CMU From mminami at sfsu.edu Wed Oct 19 01:48:21 2005 From: mminami at sfsu.edu (mminami at sfsu.edu) Date: Tue, 18 Oct 2005 18:48:21 -0700 Subject: Second Call for Papers Message-ID: Second Call for Papers: The Fifth Biennial International Conference on Practical Linguistics of Japanese (ICPLJ5) Dates: March 4-5, 2006 Place: San Francisco State University Proposals are now being accepted for oral and poster presentations at the conference. The deadline for submissions is Tuesday, November 1, 2005. Full details are written below. They are also available at the following website: http://www.sfsu.edu/~japanese/conference/ICPLJ.htm The Fifth Biennial International Conference on Practical Linguistics of Japanese (ICPLJ5) Second Call for Papers March 4 (Sat.) & 5 (Sun.), 2006 San Francisco State University ************************************************************************ Aims and Scope o ICPLJ5 is intended to bring together researchers on the cutting edge of Japanese linguistics and to offer a forum in which their research results can be presented in a form that is useful to those desiring practical applications in the fields of teaching Japanese as a second/foreign language and computer-assisted language learning (CALL) technology. o All topics in linguistics will be fully considered, including: phonology, morphology, syntax, semantics, lexicon, pragmatics (discourse analysis), second language acquisition (bilingualism). o Abstracts submitted must represent original, unpublished research. Publication A book of "selected papers" (approximately 12) presented at the conference will be published. The publication of the papers enables the ideas from the conference to reach an even larger audience around the world, further benefiting countless researchers, teachers, and their students. Conference Language The length of each presentation will be thirty minutes (20 minutes for exposition, 10 minutes for questions). Presentations may be in either English or Japanese. Submission Guidelines All submissions should be mailed and postmarked by November 1, 2005. (We regret that we cannot accept submissions by fax or e-mail.) o Three copies of a clearly titled one-page summary, on which the author is not identified (on A4 or letter-size paper, in 12 point type, with at least 1.25 inch [approximately 3 cm] margins on all sides). This summary will be used for review, as well as for inclusion in the conference program book if your abstract is accepted. Examples, figures, tables, and references may be given on a second page. Please note the following: (1) All conference papers will be selected on the basis of summaries submitted. (2) Any information that may reveal your identity should not be included in the summary. (3) Summaries will be accepted in Japanese or English. (4) If the language in which you would like to give your presentation differs from the language of your written summary, please let us know. (5) No changes in the title or the authors' names will be possible after acceptance. o For each author, please attach one copy of the information form printed at the bottom of this sheet. Deadline All submissions must be postmarked by November 1, 2005. (Please do not send summaries by e-mail or fax. Information regarding the previous conferences may be accessed at: http://www.sfsu.edu/~japanese/conference/.) Send submissions to: Dr. Masahiko Minami Fifth Biennial International Conference on Practical Linguistics of Japanese (ICPLJ) Department of Foreign Languages and Literatures San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 Telephone: (415) 338-7451 e-mail: icplj at sfsu.edu ************************************************************************ Author Information Form (fill out one form completely for each author) Paper Title: Topic area: Audiovisual requests: (1st Author) Full name: Affiliation: Address: E-mail: Phone number: FAX number (if available) (2nd Author) Full name: Affiliation: Address: E-mail: Phone number: FAX number (if available) o To accommodate as many papers as possible, we reserve the right to limit each submitter to one paper in any authorship status. o If your paper is not one of those initially selected for oral presentation, please indicate whether you would be willing to have it considered as an alternate or for poster presentation: _____ Yes, consider me as an alternate if necessary. _____ Yes, consider me for poster presentation if necessary. _____ No, please do not consider me either as an alternate or for poster presentation. -- ********************************** Dr. Masahiko Minami Department of Foreign Languages San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 (415) 338-7451 http://userwww.sfsu.edu/~mminami/ ********************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From eisenbergs at mail.montclair.edu Wed Oct 19 19:39:38 2005 From: eisenbergs at mail.montclair.edu (Sarita Eisenberg) Date: Wed, 19 Oct 2005 15:39:38 -0400 Subject: Faculty position announcement In-Reply-To: Message-ID: Open Rank tenure-track faculty position in Speech-Language Pathology MA program in the Dept of Communication Sciences and Disorders of Montclair State University. Responsibilities include teaching graduate courses, research, and possibility of clinical supervision in area of expertise. The candidate should have a documented record of scholarship and a proven record of excellence in teaching. Grant seeking, along with service to the department, university and larger professional community are expected. Qualifications: Earned doctoral degree in Speech-Language Pathology or Speech and Hearing Science, CCC-SLP desirable, and a minimum of 5 years academic experience. Will consider applicants with less experience or ABD. New Jersey State License in SLP or eligibility for license is highly desirable. The University is located in Montclair, NJ, a cosmopolitan and diverse community of approximatly 38,000 people. Montclair is close to New York City (about 20 miles) with easy access by train, bus, or car. However, the town itself has a large variety of restaurants, movie theatres (including some showing foreign and limited release films), music of all kinds, several theatres, artist's studios, several annual crafts fairs, and an art museum as well as parks and other recreational facilities. Send letter and resume for position number V-F14 to: Sarita Eisenberg, PhD., Montclair State University, Box C316, Montclair, New Jersey 07043 (email: eisenbergs at mail.montclair.edu). From doneill at uwaterloo.ca Wed Oct 19 20:09:52 2005 From: doneill at uwaterloo.ca (Daniela O'Neill) Date: Wed, 19 Oct 2005 16:09:52 -0400 Subject: Associate or tenure-track Assistant Professor Position in Developmental Message-ID: Apologies to anyone receiving multiple postings of this announcement. ASSOCIATE OR TENURE-TRACK ASSISTANT PROFESSOR POSITION IN DEVELOPMENTAL PSYCHOLOGY - UNIVERSITY OF WATERLOO - CANADA The University of Waterloo, Canada invites applications for an Associate or tenure-track Assistant Professor position in Developmental Psychology. We are interested in applicants from all areas of developmental psychology, especially if their research would contribute to the developmental division's focus on the role of social or cognitive development in language acquisition, children's social interactions and child-adult communication. The successful candidate will be expected to maintain an active research program and to supervise graduate and undergraduate students. The position includes a 12-month salary and the teaching load is 3 courses per year. The academic year runs from September to April, with two semesters of 12 weeks each. The successful candidate must have a Ph.D. in Developmental Psychology or related area. The Department of Psychology at the University of Waterloo (located approximately 1 hour west of Toronto) is a large, friendly, research-intensive department with over 35 international faculty, 20 staff members, and 85 graduate students enrolled in Masters and Ph.D programs. The department houses a laboratory preschool. The University of Waterloo offers a full range of programs in the Humanities, Social Sciences, Natural Sciences, Computing Sciences, Applied Health Sciences and Engineering. In 2004, for the 13th year in a row, Maclean's magazine's national survey of 47 Canadian universities ranked UW "best overall" in Canada in reputation and the "most innovative" in the comprehensive category (that is, universities with significant graduate programs and research activities but without a medical school). The University of Waterloo is located in Southwestern Ontario in what is currently, economically, the fastest growing region in Canada. The Kitchener-Waterloo area is a high-tech, culturally diverse (it is a top destination for new immigrants), and friendly place to live. The area offers attractions such as the Stratford Shakespeare Festival, a vibrant music and arts scene (it is home to Canada's national Clay and Glass gallery), many community festivals and events, as well as beautiful parks, trails, wilderness areas, and traditional farmer's markets. Waterloo is home to two major universities, a community college, The Centre for International Governance Innovation, and the Perimeter Institute for Theoretical Physics, which just hosted a month-long EinsteinFest with public lectures and arts events. Waterloo is also a high-tech destination and home to over 100 high-tech companies (e.g., RIM). A community based Research and Technology Park is under construction north of the university. The anticipated start date for the positions is July 1, 2006. Review of applications will begin on Nov. 1, 2005 and will continue to receive and consider applications until the position is filled. Applicants should submit a curriculum vitae, a statement of research and teaching interests, reprints or preprints of recent papers, and arrange for three confidential letters of reference to be sent to: Developmental Search Committee, Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada N2L 3G1. Any questions regarding this position can be directed to Dr. Daniela O'Neill at doneill at uwaterloo.ca or (519) 888-4567 ext. 2545. The University of Waterloo encourages applications from all qualified individuals, including women, members of visible minorities, native people, and persons with disabilities. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. For more information: Department of Psychology (www.psychology.uwaterloo.ca) University of Waterloo (www.uwaterloo.ca) Waterloo Region (www.kw-visitor.on.ca, www.region.waterloo.on.ca) Ranking Canadian Universities (www.macleans.ca/universities) -------------- next part -------------- An HTML attachment was scrubbed... URL: From casby at msu.edu Thu Oct 20 12:14:03 2005 From: casby at msu.edu (Michael W. Casby) Date: Thu, 20 Oct 2005 08:14:03 -0400 Subject: Faculty position Message-ID: The Department of Audiology and Speech Sciences at Michigan State University is in the process of searching for a new faculty member. We are seriously interested in an exceptional scholar, teacher, faculty member with a positive history of research productivity and funding in the discipline of human communication sciences and disorders. This is an academic-year, tenure-stream position, with rank, salary, and areas of research and teaching interests open and negotiable. Laboratory, start-up funds, and other aspects of research support are available. A major role of this position is to continue, and foster, active extramurally funded programs of research. Your help in identifying such a candidate would be greatly appreciated. Please share the position announcement widely. It is also posted on the ASHA website (www.asha.org), and will be listed at the Convention in San Diego. Applicants should submit a letter of interest, a current CV, and three letters of recommendation to: Michael W. Casby, Ph.D., Chairperson, Audiology & Speech Sciences, Michigan State University, East Lansing, MI 48824-1220; Voice: (517)-432-8201; email: casby at msu.edu. Review of applicants will begin January 15, 2006, and continue until a suitable candidate is hired. Michigan State University is an Affirmative-Action/Equal-Opportunity Institution. Michigan State University is a research-intensive, AAU, Land-Grant institution. The Department of Audiology & Speech Sciences (www.asc.msu.edu) has ties with numerous other campus programs such as: cognitive sciences, genetics, epidemiology, medicine, linguistics, education, etc., which offer many opportunities for collaborative/interdisciplinary activities. The position portends to be a very advantageous and productive one for the right person. Michigan State University is celebrating its sesquicentennial, and the Department is moving on to a period of revitalization. Our new Provost ? Kim Wilcox, Ph.D., ? is working with the President, the College, and us on the University?s new initiative of Boldness By Design, which intends to position Michigan State University for continued national and international prominence as a premier university for the 21st century. -- Michael W. Casby, Ph.D., CCC-SLP Audiology & Speech Sciences Michigan State University East Lansing, MI 48824-1220 (517) 432-8201 (517) 353-8780 (517) 353-3176 (FAX) casby at msu.edu http://www.msu.edu/~casby/ http://www.asc.msu.edu/ http://www.msu.edu/~asc/BHSM/ http://www.msu.edu/~asc/ccas50.html This e-mail may contain proprietary information and may be confidential. If you are not the intended recipient of this e-mail, you are hereby notified that any dissemination, distribution or copying of this message is strictly prohibited. If you received this message in error, please delete it immediately. From W.B.T.Blom at uva.nl Thu Oct 20 13:57:19 2005 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Thu, 20 Oct 2005 15:57:19 +0200 Subject: Program workshop Variation in Inflection Message-ID: Workshop Variation in Inflection University of Amsterdam December 19-20, 2005 See for the program: http://home.hum.uva.nl/variflex/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From m.deuchar at bangor.ac.uk Sun Oct 23 22:01:25 2005 From: m.deuchar at bangor.ac.uk (M.Deuchar) Date: Sun, 23 Oct 2005 23:01:25 +0100 Subject: Absence/Absenoldeb Message-ID: I'll be away until October 24 2005. Mi wna i ffordd tan 24 Hydref 2005. Margaret Deuchar. From bornstem at cfr.nichd.nih.gov Sun Oct 23 22:03:09 2005 From: bornstem at cfr.nichd.nih.gov (Bornstein, Marc (NIH/NICHD)) Date: Sun, 23 Oct 2005 18:03:09 -0400 Subject: Marc Bornstein is out of office. Message-ID: I am away from my office on a Travel Order and will reply to your email when I return in early November. If you require assistance, please contact Cheryl Varron, Laboratory Secretary, at 301-496-6832 or . Marc H. Bornstein From macw at mac.com Mon Oct 24 01:48:35 2005 From: macw at mac.com (Brian MacWhinney) Date: Sun, 23 Oct 2005 21:48:35 -0400 Subject: JSLS 2006 first call for papers Message-ID: **** First Call for Papers: JSLS2006***** JSLS2005, which was held in June at Sophia University, was our largest and most successful conference thus far. We are currently in the process of organizing JSLS2006, which will be held in June at the International Christian University in Tokyo. The Japanese Society for Language Sciences invites proposals for our Eighth Annual International Conference, JSLS 2006. JSLS2006 will be co-sponsored with the Institute of Educational Research and Service (IERS) at the International Christian University (ICU). We welcome three categories of proposals: (1) symposium (themed panel), (2) paper (oral presentation), and (3) poster. Our plenary speaker will be Dr. Fred Genesee (McGill University). JSLS2006 Conference Committee Chairpersons Suzanne Quay & Yutaka Sato (International Christian University) ------------------------------------------------------------------------ Conference Dates: June 10 (Saturday)-11 (Sunday), 2006 Location: International Christian University (Tokyo, Japan) Submissions: We would like to encourage submissions on research pertaining to language sciences, including linguistics, psychology, education, computer science, brain science, and philosophy, among others. We will not commit ourselves to one or a few particular theoretical frameworks. We will respect any scientific endeavor that aims to contribute to a better understanding of the human mind and the brain through language. Submission Deadlines: Deadline for symposium submissions: December 9 (Friday), 2005 Deadline for paper & poster submissions: January 20 (Friday), 2006 Notification for acceptance/rejection of symposia submissions: end of January, 2006 Notification for acceptance/rejection of papers/posters submissions: end of March, 2006 Submission guidelines will be available on the JSLS 2006 website very soon at: http://www.cyber.sccs.chukyo-u.ac.jp/JSLS/JSLS2006/ All questions regarding the JSLS 2006 conference should be addressed to: Kei Nakamura JSLS2006 Conference Coordinator e-mail: kei at aya.yale.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From csg at u.washington.edu Tue Oct 25 18:50:22 2005 From: csg at u.washington.edu (Carol Stoel-Gammon) Date: Tue, 25 Oct 2005 11:50:22 -0700 Subject: Job opening: U of Washington, Seattle Message-ID: The University of Washington, Department of Speech and Hearing Sciences, is seeking an Assistant Professor in the area of speech/ language development and disorders in children. The details are below. ASSISTANT PROFESSOR: TENURE-TRACK POSITION The Department of Speech and Hearing Sciences at the University of Washington is searching for a tenure-track assistant professor with expertise in speech/language development and disorders in children. We seek an individual with a record of research productivity and potential for external funding; Ph.D. is required. Faculty at the University of Washington engage in teaching, research, and service. Duties for the position include undergraduate and graduate teaching, scholarly research, directing student research, and participating in service activities. Base salary (nine-month academic year) is competitive and commensurate with qualifications and experience. Send application letter including a statement of teaching and research interests, curriculum vitae, publication reprints, graduate transcripts, and three letters of recommendation to: Carol Stoel-Gammon, Ph.D. Head, Search Committee Department of Speech and Hearing Sciences University of Washington 1417 N.E. 42nd Street Seattle, WA 98105-6246 Phone: 206-543-7692 Fax: 206-543-1093 E-mail: csg at u.washington.edu Priority will be given to applications received before January 15, 2006; applications will be accepted until the position is filled. Employment begins September 16, 2006. The University of Washington is an affirmative action, equal opportunity employer. The University is building a culturally diverse faculty and staff and strongly encourages applications from women, minorities, individuals with disabilities and covered veterans. Additional information: http://depts.washington.edu/sphsc/employment.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From edy.veneziano at paris5.sorbonne.fr Thu Oct 27 22:14:48 2005 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Fri, 28 Oct 2005 00:14:48 +0200 Subject: Call for Papers - Special Issue of First Language Message-ID: INVITATION to submit papers for a special issue of FIRST LANGUAGE on conversation and language development Deadline for Submission : June 30th 2006. Call for papers for a Special Issue of First Language Conversation in language development and use Guest editor: Edy Veneziano, Universit? Paris 5 - CNRS Conversation is almost unanimously recognized as the privileged site of language acquisition. In conversation, children have to draw deeply on their communicative and language resources and both to use and to extend their formal and pragmatic competencies. This Special Issue addresses the nature, effects and development of exchanges unfolding among children and their co-conversationalists. Papers presenting empirical work on tangible effects of conversation on the acquisition and/or use of early as well as later language are of focal interest to this Special Issue. Topics include (but are not restricted to): ? The role of conversational exchanges in early language acquisition and/or use (lexical, syntactic, morphological and pragmatic knowledge) ? The implications of conversational scaffolding for later developments (morphosyntactic, narrative and argumentative skills) ? Effects of acquiring and using conversational skills, including conversational repairs, explanations, justifications and argumentation ? Learning to adjust one's speech to the interlocutor: style, topic, means ? Individual differences ? Conversational skills in children with language impairments and other disorders Deadline for submissions: 30 June 2006 Submissions and enquiries should be addressed to: Edy Veneziano, Universit? Descartes Paris 5 - CNRS, 46 rue St Jacques, 75005 Paris, France email: edy.veneziano at univ-paris5.fr -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2262 bytes Desc: not available URL: From ghimenton at yahoo.com Fri Oct 28 15:18:41 2005 From: ghimenton at yahoo.com (Ghimenton Anna) Date: Fri, 28 Oct 2005 08:18:41 -0700 Subject: Calls for Papers: Multidisciplinary Conference for Research Students Message-ID: ***We apologize for cross posting and any incorrect display of characters on your computer. Please forward this call for papers to any interested parties. Thank you.***CALL FOR PAPERSCONFERENCE NAME: CEDILL Colloque international des Etudiants-chercheurs en DIdactique des Langues et en LinguistiqueCONFERENCE TYPE: Multidisciplinary Conference on Linguistics and Language Studies for Research StudentsDATES: 4-7 July 2006PLACE: Universit? Stendhal, Grenoble, FranceWEBSITE: http://www.u-grenoble3.fr/lidilem/cedillIMPORTANT DATES: Submission deadline: 31 January 2006 Acceptance notification: May 2006 Program: May 2006 Conference dates: From Tuesday 4 July (afternoon) to Friday, 7 July 2006TOPIC AREAS As a multidisciplinary conference, CEDILL 2006 welcomes proposals exploring the following themes: - Descriptive linguistics - Psycholinguistics and language acquisition and development - Sociolinguistics and Multilingualism - Language teaching - Information technology and multimedia assisted language teaching/learning - All scientific domains dealing with the study of language/ linguistics and/or language teaching/ learning: sociology, psychology, education sciences, ethology, cognitive (neuro)sciences, human-machine communication, etc. SCIENTIFIC COMMITTEE Jacqueline BILLIEZ (Universit? Stendhal Grenoble 3) Jean-Paul BRONCKART (Universit? de Gen?ve) Hugues DE CHANAY (Universit? Lumi?re Lyon 2) Thierry CHANIER (Universit? de Franche-Comt?) Jean-Louis CHISS (Universit? Sorbonne Nouvelle Paris 3) Fran?oise GADET Universit? Paris 10 Nanterre) Harriet JISA (Universit? Lumi?re Lyon 2) Liam MURRAY (University of Limerick) Fran?ois RASTIER (Universit? Denis Diderot Paris 7)CONFERENCE LANGUAGES Papers will be presented in French or English.SUBMISSION GUIDELINES Submission is open to research students only. Proposals may be written in French or English (two pages). The closing date for submission is 31 January 2006.For further details, please visit our site, CEDILL 2006 : http://www.u-grenoble3.fr/lidilem/cedillPUBLICATION OF THE CONFERENCE PROCEEDINGSAll articles submitted will be reviewed by an evaluation committee which will select those for publication by the Presses Universitaires de Grenoble (PUG) in 2007. **************************************************************************************************************************************************************************************************** **** Veuillez excuser les envois multiples et l'?ventuel affichage incorrect de certains caract?res. Merci de transmettre cet appel ? communications aux personnes potentiellement int?ress?es. ****APPEL ? COMMUNICATIONSINTITULE DU COLLOQUE: CEDILL 2006 Colloque international des Etudiants-chercheurs en DIdactique des Langues et en LinguistiqueTYPE DE COLLOQUE: Colloque pluridisciplinaire autour de l'?tude du langageDATES: 4-7 juillet 2006LIEU: Universit? Stendhal, Grenoble, FranceADRESSE DU SITE CEDILL 2006: http://www.u-grenoble3.fr/lidilem/cedillCALENDRIER - Date limite de soumission : 31 janvier 2006 - Notification des acceptations : mai 2006 - Programme pr?liminaire : mai 2006 - Dates du colloque : du mardi 4 (apr?s-midi) au vendredi 7 juillet 2006TH?MATIQUES ? vocation pluridisciplinaire, le colloque CEDILL 2006 permettra d?aborder : - La description linguistique - La psycholinguistique et le d?veloppement langagier - La sociolinguistique et le plurilinguisme - La didactique des langues - Les outils informatiques pour la linguistique et la didactique des langues - Tout domaine scientifique dont l?objet d??tude est li? ? la langue et/ou ? son enseignement/apprentissage : sociologie, psychologie, sciences de l??ducation, ?thologie, ethnologie, (neuro)sciences cognitives, communication homme-machine, etc.COMIT? SCIENTIFIQUE Jacqueline BILLIEZ (Universit? Stendhal Grenoble 3) Jean-Paul BRONCKART (Universit? de Gen?ve) Hugues DE CHANAY (Universit? Lumi?re Lyon 2) Thierry CHANIER (Universit? de Franche-Comt?) Jean-Louis CHISS (Universit? Sorbonne Nouvelle Paris 3) Fran?oise GADET Universit? Paris 10 Nanterre) Harriet JISA (Universit? Lumi?re Lyon 2) Liam MURRAY (University of Limerick) Fran?ois RASTIER (Universit? Denis Diderot Paris 7)LANGUES Les communications se feront en fran?ais ou en anglais.MODALIT?S DE SOUMISSION Ce colloque s?adresse uniquement aux ?tudiants-chercheurs.R?dig?es en fran?ais ou en anglais, les propositions de communication (deux pages) doivent ?tre saisies en ligne avant le 31 janvier 2006.Se reporter aux consignes indiqu?es sur le site de CEDILL 2006 : http://www.u-grenoble3.fr/lidilem/cedillPUBLICATION DES ACTES Les articles seront soumis ? un comit? d??valuation en vue d'une publication aux Presses Universitaires de Grenoble (PUG) en 2007. --------------------------------- Yahoo! FareChase - Search multiple travel sites in one click. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mits at ling.ed.ac.uk Fri Oct 28 15:23:08 2005 From: mits at ling.ed.ac.uk (via the vacation program) Date: Fri, 28 Oct 2005 16:23:08 +0100 Subject: away from my mail Message-ID: I away until 28 October. I will respond to your message regarding "" after my return. Apologies for any inconvenience. Mits Ota From DaleP at health.missouri.edu Tue Oct 4 22:24:18 2005 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 4 Oct 2005 17:24:18 -0500 Subject: MacArthur Inventories Message-ID: Dear Dra. Sonia Mariscal and others who may be interested, The MacArthur CDI group has just completed an extensive revision of the User's Guide and Technical Manual for the CDIs, which will be published next year by Paul Brookes. The revision includes additional norming data, including norms up to 18 months for the CDI:Words & Gestures, and norming and other information for the CDI-III. As part of this revision, we have reviewed all available information on the reliability and validity of the CDI measures, including work across a variety of developmental disorders. In many cases, this includes research with children older than 30 months. Because this is primarily a summary of published work, I am happy to share that section of the manual which summarizes the reliability and validity information, if people will email me directly, at dalep at health.missouri.edu. There is other research using the CDIs with developmental disorders that does not provide reliability or validity information, but the references in this section should provide a good starting point. Philip Dale -----Original Message----- From: info-childes at mail.talkbank.org on behalf of Sonia Mariscal Sent: Tue 10/4/2005 06:34 To: childes Subject: MacArthur Inventories Dear INFO-Childes members: I am looking for references reporting results of MacArthur Communicative Developmental Inventories with children older than 30 months-old, and also with children with different types of developmental disorders. I will compile the list of references and share it with the mailing list. Thanks in advance! Dra. Sonia Mariscal Dpto. Psicolog?a Evolutiva y de la Educaci?n Facultad de Psicolog?a Universidad Nacional de Educaci?n a Distancia